Page 163 - Maša Vidmar, Vedenjske težave in učna uspešnost. Ljubljana: Pedagoški inštitut, 2017. Digitalna knjižnica, Dissertationes, 30
P. 163
summary
rolled into preschool for longer, expressed higher level of externalizing
behaviour in the first grade (CFI = 0.96, RMSEA (CI) = 0.07 (0.06–0.08),
SRMR = 0.06, χ2 (82) = 205.12, p < 0.001). The results are partially support-
ive of Hypothesis 4.
In the analyses, linked to Hypothesis 5, we included some chosen pre-
dictors in the SEM model from Hypothesis 2. After including each predic-
tor individually, no significant predictors of externalizing behaviour were
found, therefore, only the predictors of academic achievement were includ-
ed in the model. The final model had a satisfactory fit (CFI = 0.93, RMSEA
(CI) = 0.07 (0.06–0.08), SRMR = 0.09, χ2 (197) = 487.52, p < 0.001). The rela-
tions between the constructs are shown in Figure 2, and the loading of in-
dicators in Table 2. The results are partially consistent with Hypothesis 5.
The Figure 2 shows that child’s on-school-entry baseline competencies
and—indirectly—maternal education are important factors of academic
achievement (mediation calculated with the confidence interval method—
bootstrap with 1000 repetitions to evaluate the standard error of indirect
effect; MacKinnon et al. 2002). Home environment characteristics (parent-
ing) did not contribute to academic achievement.
Conclusion and Implications
With regard to the central research question—i.e. the relation between ac-
ademic achievement and problem behaviour in the first two grades of el-
ementary school (see Hypothesis 2)—it was established there is a one-way
relation between student achievement of knowledge standards and their
problem behaviour. Low levels of internalizing and externalizing behav-
iour in first grade students longitudinally contributed to a higher academ-
ic achievement of second grade students (the coefficient was low) while this
was not the case the other way around: academic achievement of first grade
students did not importantly contribute to low problem behaviour of sec-
ond grade students.
During middle childhood, that is, in the first two grades of elementary
school, problem behaviour has an important longitudinal effect on academic
achievement while this is not the case the other way around.
From the practical point of view, this means that behaviour patterns
in the first grade have an important effect on academic achievement later
on, which was pointed out by other researchers as well (e.g., Alexander et al.
1988, 1993; Patterson et al. 1989).
163
rolled into preschool for longer, expressed higher level of externalizing
behaviour in the first grade (CFI = 0.96, RMSEA (CI) = 0.07 (0.06–0.08),
SRMR = 0.06, χ2 (82) = 205.12, p < 0.001). The results are partially support-
ive of Hypothesis 4.
In the analyses, linked to Hypothesis 5, we included some chosen pre-
dictors in the SEM model from Hypothesis 2. After including each predic-
tor individually, no significant predictors of externalizing behaviour were
found, therefore, only the predictors of academic achievement were includ-
ed in the model. The final model had a satisfactory fit (CFI = 0.93, RMSEA
(CI) = 0.07 (0.06–0.08), SRMR = 0.09, χ2 (197) = 487.52, p < 0.001). The rela-
tions between the constructs are shown in Figure 2, and the loading of in-
dicators in Table 2. The results are partially consistent with Hypothesis 5.
The Figure 2 shows that child’s on-school-entry baseline competencies
and—indirectly—maternal education are important factors of academic
achievement (mediation calculated with the confidence interval method—
bootstrap with 1000 repetitions to evaluate the standard error of indirect
effect; MacKinnon et al. 2002). Home environment characteristics (parent-
ing) did not contribute to academic achievement.
Conclusion and Implications
With regard to the central research question—i.e. the relation between ac-
ademic achievement and problem behaviour in the first two grades of el-
ementary school (see Hypothesis 2)—it was established there is a one-way
relation between student achievement of knowledge standards and their
problem behaviour. Low levels of internalizing and externalizing behav-
iour in first grade students longitudinally contributed to a higher academ-
ic achievement of second grade students (the coefficient was low) while this
was not the case the other way around: academic achievement of first grade
students did not importantly contribute to low problem behaviour of sec-
ond grade students.
During middle childhood, that is, in the first two grades of elementary
school, problem behaviour has an important longitudinal effect on academic
achievement while this is not the case the other way around.
From the practical point of view, this means that behaviour patterns
in the first grade have an important effect on academic achievement later
on, which was pointed out by other researchers as well (e.g., Alexander et al.
1988, 1993; Patterson et al. 1989).
163
