TY  - BOOK
AU  - Frode Stenseng, et al...
TI  -  Social withdrawal and academic achievement, intertwined over years? Bidirectional effects from primary to upper secondary school: (Journal Article)
T2  - British Journal of Educational Psychology,Volume92, Issue4
SN  - 0007-0998
U1  - 370.1505	 
PY  - 2022///
CY  - UK
PB  - : Wiley  and sons
KW  - belongingness peer
KW  - interaction school
KW  - performance self-esteem
KW  - social competence
N1  - ***______{For Hard Copy, Please visit Library.}________***
N2  - 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Socially withdrawn children tend to perform poorer academically than their peers.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
UR  - https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12504
ER  -