Page 165 - Maša Vidmar, Vedenjske težave in učna uspešnost. Ljubljana: Pedagoški inštitut, 2017. Digitalna knjižnica, Dissertationes, 30
P. 165
summary
haviour. In relation to academic achievement, direct and indirect
contribution (via internalizing behaviour) of self-regulation was
nonsignificant, as well as was children’s nonverbal intelligence.
The protective factors contributing to student academic achievement are chil-
dren’s baseline competencies upon entering school (the most important ones),
maternal education and partly home environment (parenting). The risk fac-
tors are internalizing behaviour and externalizing behaviour.
The protective factors contributing to low internalizing behaviour are chil-
dren’s self-regulation, maternal education and a longer enrolment into pre-
school.
Gender importantly contributed to externalizing behaviour (boys showed
more externalizing behaviour). In addition, a risk factor was a longer enrol-
ment into preschool. Other chosen predictors were not found to be significant
risk or protective factors for externalizing behaviour.
If we were to plan a treatment or intervention program for academic
achievement, it should be focused on developing baseline competencies (or
early treatment of deficits in basic cognitive/learning competencies), as well
as on reducing problem behaviour (e.g., understanding of feelings, commu-
nication and friendship—developing inclusion, cooperation, negotiation).
In interventions for internalizing behaviour the focus should be on devel-
oping children’s self-regulation. As for externalizing behaviour, it is hard
to suggest any specific intervention based on our results. However, the one
thing the results do suggest is that preschool teachers should pay greater at-
tention to externalizing behaviour in children—they should recognize it,
respond accordingly and thus lead the children to more appropriate social
behaviour.
165
haviour. In relation to academic achievement, direct and indirect
contribution (via internalizing behaviour) of self-regulation was
nonsignificant, as well as was children’s nonverbal intelligence.
The protective factors contributing to student academic achievement are chil-
dren’s baseline competencies upon entering school (the most important ones),
maternal education and partly home environment (parenting). The risk fac-
tors are internalizing behaviour and externalizing behaviour.
The protective factors contributing to low internalizing behaviour are chil-
dren’s self-regulation, maternal education and a longer enrolment into pre-
school.
Gender importantly contributed to externalizing behaviour (boys showed
more externalizing behaviour). In addition, a risk factor was a longer enrol-
ment into preschool. Other chosen predictors were not found to be significant
risk or protective factors for externalizing behaviour.
If we were to plan a treatment or intervention program for academic
achievement, it should be focused on developing baseline competencies (or
early treatment of deficits in basic cognitive/learning competencies), as well
as on reducing problem behaviour (e.g., understanding of feelings, commu-
nication and friendship—developing inclusion, cooperation, negotiation).
In interventions for internalizing behaviour the focus should be on devel-
oping children’s self-regulation. As for externalizing behaviour, it is hard
to suggest any specific intervention based on our results. However, the one
thing the results do suggest is that preschool teachers should pay greater at-
tention to externalizing behaviour in children—they should recognize it,
respond accordingly and thus lead the children to more appropriate social
behaviour.
165
