Page 161 - Maša Vidmar, Vedenjske težave in učna uspešnost. Ljubljana: Pedagoški inštitut, 2017. Digitalna knjižnica, Dissertationes, 30
P. 161
summary
Externalizing Behaviour, Academic Achievement and other
Chosen Predictors
In relation with Hypothesis 2, the SEM model showed that the absence of
externalizing behaviour in first grade students significantly predicts ac-
ademic achievement one year later. However, academic achievement in
the first grade does not predict low externalizing behaviour in the second
grade. The model fit was satisfactory (CFI = 0.95, RMSEA (CI) = 0.08 (0.07–
0.09), SRMR = 0.06). The value χ2 (82) = 244.64, p < 0.001 was statistically
significant. The results partially support Hypothesis 2.
With regard to Hypothesis 3, the results showed that gender signif-
icantly contributed to the externalizing behaviour at time point T2. The
boys thus showed significantly higher levels of externalizing behaviour than
girls, while gender was not an important predictor of academic achieve-
ment (CFI = 0.96, RMSEA (CI) = 0.07 (0.06–0.09), SRMR = 0.06, χ2 (82) =
224.84, p < 0.001). The moderator role of gender was not examined because
the criteria for the analysis were not met. The results support Hypothesis 3.
Figure 2: Factors of externalizing behaviour and academic achievement: structural model.
The numbers represent unstandardised coefficients and the numbers in the parentheses represent
completely standardised coefficients. Extern. = externalizing behaviour. Solid lines represent
significant paths and correlations while dashed lines represent nonsignificant ones.
** p < 0.01, *** p < 0.001.
161
Externalizing Behaviour, Academic Achievement and other
Chosen Predictors
In relation with Hypothesis 2, the SEM model showed that the absence of
externalizing behaviour in first grade students significantly predicts ac-
ademic achievement one year later. However, academic achievement in
the first grade does not predict low externalizing behaviour in the second
grade. The model fit was satisfactory (CFI = 0.95, RMSEA (CI) = 0.08 (0.07–
0.09), SRMR = 0.06). The value χ2 (82) = 244.64, p < 0.001 was statistically
significant. The results partially support Hypothesis 2.
With regard to Hypothesis 3, the results showed that gender signif-
icantly contributed to the externalizing behaviour at time point T2. The
boys thus showed significantly higher levels of externalizing behaviour than
girls, while gender was not an important predictor of academic achieve-
ment (CFI = 0.96, RMSEA (CI) = 0.07 (0.06–0.09), SRMR = 0.06, χ2 (82) =
224.84, p < 0.001). The moderator role of gender was not examined because
the criteria for the analysis were not met. The results support Hypothesis 3.
Figure 2: Factors of externalizing behaviour and academic achievement: structural model.
The numbers represent unstandardised coefficients and the numbers in the parentheses represent
completely standardised coefficients. Extern. = externalizing behaviour. Solid lines represent
significant paths and correlations while dashed lines represent nonsignificant ones.
** p < 0.01, *** p < 0.001.
161
