Page 160 - Maša Vidmar, Vedenjske težave in učna uspešnost. Ljubljana: Pedagoški inštitut, 2017. Digitalna knjižnica, Dissertationes, 30
P. 160
vedenjske težave in učna uspešnost
Hoffman, West and Sheets 2002). In the model, significant predictors of low
internalizing behaviour were self-regulation and maternal education while
mother’s psychological functioning (i.e., optimism, self-esteem, life satis-
faction and low depressive tendencies) and home environment (i.e., parent-
ing—authoritativeness, stimulation and low levels of power assertion and
ineffective control) did not have significant indirect effect (calculated with
bootstrap). Similarly, children’s self-regulation did not have a significant ef-
fect on academic achievement via internalizing behaviour.
Figure 1: Factors of internalizing behaviour and academic achievement: structural model.
The numbers represent unstandardised coefficients and the numbers in the parentheses represent
completely standardised coefficients. Intern. = internalizing behaviour. Solid lines represent
significant paths and correlations while dashed lines represent nonsignificant ones.
aReverse coding (a high result means an absence of problem behaviour).
* p < 0.05, ** p < 0.01, *** p < 0.001.
160
Hoffman, West and Sheets 2002). In the model, significant predictors of low
internalizing behaviour were self-regulation and maternal education while
mother’s psychological functioning (i.e., optimism, self-esteem, life satis-
faction and low depressive tendencies) and home environment (i.e., parent-
ing—authoritativeness, stimulation and low levels of power assertion and
ineffective control) did not have significant indirect effect (calculated with
bootstrap). Similarly, children’s self-regulation did not have a significant ef-
fect on academic achievement via internalizing behaviour.
Figure 1: Factors of internalizing behaviour and academic achievement: structural model.
The numbers represent unstandardised coefficients and the numbers in the parentheses represent
completely standardised coefficients. Intern. = internalizing behaviour. Solid lines represent
significant paths and correlations while dashed lines represent nonsignificant ones.
aReverse coding (a high result means an absence of problem behaviour).
* p < 0.05, ** p < 0.01, *** p < 0.001.
160
