Social withdrawal and academic achievement, intertwined over years? Bidirectional effects from primary to upper secondary school (Record no. 44742)
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| fixed length control field | 02264nam a22002537a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20231106163601.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 231106b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0007-0998 |
| 037 ## - SOURCE OF ACQUISITION | |
| Source of stock number/acquisition | RIEBPL Library |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.1505 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Frode Stenseng, et al... |
| 245 ## - TITLE STATEMENT | |
| Title | Social withdrawal and academic achievement, intertwined over years? Bidirectional effects from primary to upper secondary school |
| Remainder of title | (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | UK |
| Name of publisher | : Wiley and sons |
| Year of publication | ,December 2022 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 1354-1365p. |
| 490 ## - SERIES STATEMENT | |
| Series statement | British Journal of Educational Psychology,Volume92, Issue4 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________*** |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract-<br/><br/>Background<br/>Socially withdrawn children tend to perform poorer academically than their peers. What remains unknown, is the temporal ordering of the two phenomena. Also, substantial gender differences exist in both social withdrawal and academic achievement; thus, it is conceivable that the strength of the relation between them is gendered as well.<br/><br/>Aims<br/>To investigate cross-sectional correlates and test directional effects of social withdrawal and academic achievement from primary to upper secondary school, and to examine potential gendered effects.<br/><br/>Methods<br/>Prospective associations were analysed from age 6 to age 14 using biannual teacher ratings of children's social withdrawal and academic achievement in a representative community sample (n = 845), by means of random intercept cross-lagged panel modelling.<br/><br/>Results<br/>In boys, increased academic achievement at ages 8 and 12 forecasted decreased social withdrawal 2 years later, whereas increased social withdrawal at age 10 predicted reduced academic achievement at age 12. No such effects were seen in girls.<br/><br/>Conclusions<br/>Social withdrawal and academic achievement are bidirectionally related among boys, but not girls. Results are discussed in light of need-to-belong theory, and practical implications for schools and teachers are illuminated. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | belongingness peer |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | interaction school |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | performance self-esteem |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | social competence |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12504 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Full call number | Koha item type |
|---|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 06.11.2023 | 370.1505 | Periodicals |