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P. 152
vedenjske težave in učna uspešnost
From the point of view of frequency, personal and social consequences and
resiliency towards different types of professional treatment or intervention,
externalizing behaviour and academic underachievement represent an im-
portant issue during childhood and adolescence (Hinshaw 1992; Kazdin
1987; Patterson, DeBaryshe and Ramsey 1989). It thus comes as no surprise
that many researchers examined different possible predictors of academic
achievement or (absence of) problem behaviour. Numerous researchers an-
alysed the connection between these two domains and their role in the ad-
justment of an individual later on.
The results of several studies showed there exists an important, con-
current—in some cases even longitudinal—relation between academic
achievement and problem behaviour (e.g., Chen et al. 1997; Ladd 1990; Nor-
mandeau and Guay 1998; Masten et al. 1995, 2005; Zupančič and Kavčič
2007a). Almost all studies, examining reciprocal models, reported a signif-
icant longitudinal effect of externalizing behaviour on academic achieve-
ment (e.g., Chen et al. 1997; Masten et al. 1995, 2005), while none of them
reported a significant effect of internalizing behaviour. With regard to the
reverse effect, we can summarise that some researchers found the effect of
academic achievement on externalizing and internalizing behaviour (e.g.,
Welsh et al. 2001) while the others did not.
With regard to the predictors of academic achievement and problem
behaviour some links are well-researched and well-documented: children’s
intelligence (e.g., Laidra et al. 2007; Marjanovič et al. 2006a) and mater-
nal education (e.g., Downer and Pianta 2006; McClelland et al. 2006) as
a factor of academic achievement, children’s low self-regulation as a fac-
tor of problem behaviour (for overview, see Eisenberg, Hofer et al. 2007;
Eisenberg, Smith et al. 2004). Other predictors are examined to a lesser
extent (e.g., children’s self-regulation as a factor of academic achievement;
Valiente et al. 2008). Moreover, in the studies complex models that would
address the interaction of a large number of factors (predictors) were sel-
domly examined (for exception, see Downer and Pianta, 2006; Johnson et
al., 2006).
The Research Problem and Hypotheses
The aim of this book is to examine concurrent and longitudinal relations
between academic achievement and problem behaviour in middle child-
hood as well as interplay of several possible predictors of the two domains.
A special attention is paid to the question of whether academic achieve-
152
From the point of view of frequency, personal and social consequences and
resiliency towards different types of professional treatment or intervention,
externalizing behaviour and academic underachievement represent an im-
portant issue during childhood and adolescence (Hinshaw 1992; Kazdin
1987; Patterson, DeBaryshe and Ramsey 1989). It thus comes as no surprise
that many researchers examined different possible predictors of academic
achievement or (absence of) problem behaviour. Numerous researchers an-
alysed the connection between these two domains and their role in the ad-
justment of an individual later on.
The results of several studies showed there exists an important, con-
current—in some cases even longitudinal—relation between academic
achievement and problem behaviour (e.g., Chen et al. 1997; Ladd 1990; Nor-
mandeau and Guay 1998; Masten et al. 1995, 2005; Zupančič and Kavčič
2007a). Almost all studies, examining reciprocal models, reported a signif-
icant longitudinal effect of externalizing behaviour on academic achieve-
ment (e.g., Chen et al. 1997; Masten et al. 1995, 2005), while none of them
reported a significant effect of internalizing behaviour. With regard to the
reverse effect, we can summarise that some researchers found the effect of
academic achievement on externalizing and internalizing behaviour (e.g.,
Welsh et al. 2001) while the others did not.
With regard to the predictors of academic achievement and problem
behaviour some links are well-researched and well-documented: children’s
intelligence (e.g., Laidra et al. 2007; Marjanovič et al. 2006a) and mater-
nal education (e.g., Downer and Pianta 2006; McClelland et al. 2006) as
a factor of academic achievement, children’s low self-regulation as a fac-
tor of problem behaviour (for overview, see Eisenberg, Hofer et al. 2007;
Eisenberg, Smith et al. 2004). Other predictors are examined to a lesser
extent (e.g., children’s self-regulation as a factor of academic achievement;
Valiente et al. 2008). Moreover, in the studies complex models that would
address the interaction of a large number of factors (predictors) were sel-
domly examined (for exception, see Downer and Pianta, 2006; Johnson et
al., 2006).
The Research Problem and Hypotheses
The aim of this book is to examine concurrent and longitudinal relations
between academic achievement and problem behaviour in middle child-
hood as well as interplay of several possible predictors of the two domains.
A special attention is paid to the question of whether academic achieve-
152
