(Journal Article) Frode Stenseng, et al... creator text UK : Wiley and sons ,December 2022 monographic eng

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1354-1365p. Abstract- Background Socially withdrawn children tend to perform poorer academically than their peers.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. Aims 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. Methods 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. Results 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. Conclusions 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. ***______{For Hard Copy, Please visit Library.}________*** belongingness peer interaction school performance self-esteem social competence 370.1505 0007-0998 RIEBPL Library https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12504 https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12504 231106 20231106163601.0