Page 153 - Maša Vidmar, Vedenjske težave in učna uspešnost. Ljubljana: Pedagoški inštitut, 2017. Digitalna knjižnica, Dissertationes, 30
P. 153
summary
ment longitudinally predicts internalizing or externalizing behaviour and
whether this behaviour longitudinally predicts academic achievement in
the first and in the second grade of elementary school. In addition to this,
we explore how important are the following predictors for children’s prob-
lem behaviour in school, their academic achievement and the relation be-
tween the two: (1) individual level: child gender, enrolment into preschool,
children’s on-school-entry baseline competencies (early reading/linguis-
tic and math/numeracy and attitudes), self-regulation, nonverbal intel-
ligence, (2) family level: maternal education, home environment charac-
teristics (i.e., parenting—authoritativeness, stimulation, ineffective control
and power assertion) and mother’s psychological functioning (optimism,
self-esteem, life satisfaction, depressive tendencies).
The following hypotheses were formed:
1. Latent variables (constructs) are well measured with the observed
(manifest) variables (indicators, markers).
2. Problem behaviour (internalizing and externalizing behaviour)
and academic achievement in the first and in the second grade
are reciprocally linked (e.g., Chen et al. 1997; Masten et al. 1995;
Maughan et al. 2003; Welsh et al. 2001).
3. Gender is an important predictor of problem behaviour, but not
of academic achievement. Gender moderates the relation between
academic achievement and problem behaviour (e.g., Willcut and
Pennington 2000).
4. Enrolment into preschool contributes importantly to higher lev-
els of externalizing behaviour, to lower levels of internalizing be-
haviour and to higher academic achievement.
5. Important predictors of academic achievement are children’s on-
school-entry baseline competencies (e.g., Vidmar and Zupančič
2008), nonverbal intelligence (e.g., Laidra et al. 2007; Marjano-
vič et al. 2006a; Zupančič and Kavčič 2007a), self-regulation (e.g.,
Howse et al. 2003; Valiente et al. 2008), parenting (e.g., Bradley et
al. 2001) and maternal education (e.g., Downer and Pianta 2006;
McClelland et al. 2006).
Among important predictors of problem behaviour are maternal ed-
ucation, children’s low self-regulation (for overview, see Eisenberg, Hofer
et al. 2007; Eisenberg, Smith et al. 2004) and —indirectly through the ef-
fect on children’s self-regulation—home environment (parenting) and
153
ment longitudinally predicts internalizing or externalizing behaviour and
whether this behaviour longitudinally predicts academic achievement in
the first and in the second grade of elementary school. In addition to this,
we explore how important are the following predictors for children’s prob-
lem behaviour in school, their academic achievement and the relation be-
tween the two: (1) individual level: child gender, enrolment into preschool,
children’s on-school-entry baseline competencies (early reading/linguis-
tic and math/numeracy and attitudes), self-regulation, nonverbal intel-
ligence, (2) family level: maternal education, home environment charac-
teristics (i.e., parenting—authoritativeness, stimulation, ineffective control
and power assertion) and mother’s psychological functioning (optimism,
self-esteem, life satisfaction, depressive tendencies).
The following hypotheses were formed:
1. Latent variables (constructs) are well measured with the observed
(manifest) variables (indicators, markers).
2. Problem behaviour (internalizing and externalizing behaviour)
and academic achievement in the first and in the second grade
are reciprocally linked (e.g., Chen et al. 1997; Masten et al. 1995;
Maughan et al. 2003; Welsh et al. 2001).
3. Gender is an important predictor of problem behaviour, but not
of academic achievement. Gender moderates the relation between
academic achievement and problem behaviour (e.g., Willcut and
Pennington 2000).
4. Enrolment into preschool contributes importantly to higher lev-
els of externalizing behaviour, to lower levels of internalizing be-
haviour and to higher academic achievement.
5. Important predictors of academic achievement are children’s on-
school-entry baseline competencies (e.g., Vidmar and Zupančič
2008), nonverbal intelligence (e.g., Laidra et al. 2007; Marjano-
vič et al. 2006a; Zupančič and Kavčič 2007a), self-regulation (e.g.,
Howse et al. 2003; Valiente et al. 2008), parenting (e.g., Bradley et
al. 2001) and maternal education (e.g., Downer and Pianta 2006;
McClelland et al. 2006).
Among important predictors of problem behaviour are maternal ed-
ucation, children’s low self-regulation (for overview, see Eisenberg, Hofer
et al. 2007; Eisenberg, Smith et al. 2004) and —indirectly through the ef-
fect on children’s self-regulation—home environment (parenting) and
153
