Page 164 - Maša Vidmar, Vedenjske težave in učna uspešnost. Ljubljana: Pedagoški inštitut, 2017. Digitalna knjižnica, Dissertationes, 30
P. 164
vedenjske težave in učna uspešnost
In order to ensure academic achievement of Slovene students in the second
grade it is thus important to prevent problem behaviour in the first grade.
We can conclude that problem behaviour affect academic achievement
via processes that occur in the classroom and within an individual; for ex-
ample, the effect on the learning process, classroom climate, acceptance/re-
jection from the classmates and the teacher, the student’s ability to follow
the classes and the student’s experience of school (Chen et al. 1997; Coie and
Krehbiel 1984; Ladd 1990).
If we compare the results of our study to the findings of other studies,
it can be said that the results of our research are in accordance with the ma-
jority of previous findings which consistently report a significant effect of
externalizing behaviour on academic achievement (e.g., Downer and Pian-
ta 2006; Englund et al. 2008; Ladd et al. 1999; Downer in Pianta 2006; Nor-
mandeau and Guay 1998; Zupančič and Kavčič 2007a).
With regard to predictors of problem behaviour and academic achieve-
ment, the following was established (see hypotheses 3, 4 and 5):
- Gender: Boys in the first grade showed significantly more exter-
nalizing behaviour compared to girls. However, there were no
differences in internalizing behaviour and academic achievement
between the genders.
- Enrolment into preschool: A longer enrolment into preschool
contributed to a higher level of externalizing behaviour and to
lower levels of internalizing behaviour, but did not affect academ-
ic achievement.
- Other chosen predictors: Important predictors of internalizing
behaviour were children’s self-regulation and maternal education.
The indirect effect of maternal psychological functioning and
home environment (parenting) was not significant (however, all
paths were statistically significant: mother → parenting → self-reg-
ulation → internalizing behaviour). None of the chosen predic-
tors predicted externalizing behaviour. Children’s on-school-en-
try baseline competencies were the strongest and most consistent
predictor of academic achievement. In addition, maternal educa-
tion (through on-school-entry competencies and parenting) was
an important indirect predictor. Parenting characteristics were
important predictor of academic achievement in the model with
internalizing behaviour, but not in the model of externalizing be-
164
In order to ensure academic achievement of Slovene students in the second
grade it is thus important to prevent problem behaviour in the first grade.
We can conclude that problem behaviour affect academic achievement
via processes that occur in the classroom and within an individual; for ex-
ample, the effect on the learning process, classroom climate, acceptance/re-
jection from the classmates and the teacher, the student’s ability to follow
the classes and the student’s experience of school (Chen et al. 1997; Coie and
Krehbiel 1984; Ladd 1990).
If we compare the results of our study to the findings of other studies,
it can be said that the results of our research are in accordance with the ma-
jority of previous findings which consistently report a significant effect of
externalizing behaviour on academic achievement (e.g., Downer and Pian-
ta 2006; Englund et al. 2008; Ladd et al. 1999; Downer in Pianta 2006; Nor-
mandeau and Guay 1998; Zupančič and Kavčič 2007a).
With regard to predictors of problem behaviour and academic achieve-
ment, the following was established (see hypotheses 3, 4 and 5):
- Gender: Boys in the first grade showed significantly more exter-
nalizing behaviour compared to girls. However, there were no
differences in internalizing behaviour and academic achievement
between the genders.
- Enrolment into preschool: A longer enrolment into preschool
contributed to a higher level of externalizing behaviour and to
lower levels of internalizing behaviour, but did not affect academ-
ic achievement.
- Other chosen predictors: Important predictors of internalizing
behaviour were children’s self-regulation and maternal education.
The indirect effect of maternal psychological functioning and
home environment (parenting) was not significant (however, all
paths were statistically significant: mother → parenting → self-reg-
ulation → internalizing behaviour). None of the chosen predic-
tors predicted externalizing behaviour. Children’s on-school-en-
try baseline competencies were the strongest and most consistent
predictor of academic achievement. In addition, maternal educa-
tion (through on-school-entry competencies and parenting) was
an important indirect predictor. Parenting characteristics were
important predictor of academic achievement in the model with
internalizing behaviour, but not in the model of externalizing be-
164
