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Boys' and girls' latent profiles of behavior and social adjustment in school : longitudinal links with later student behavioral engagement and academic achievement?
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Catalogue Record 78622
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Catalogue Record 78622
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Catalogue Information
Field name
Details
Nuova numerazione
78622
Collocazione
UPS BIBL CENTR 39-C-1994
Autore
OLIVIER, E.
Titolo
Boys' and girls' latent profiles of behavior and social adjustment in school : longitudinal links with later student behavioral engagement and academic achievement? Parte componente di periodico
Descrizione fisica
pp. 28-44
Nota generale
Estratto da: Journal of School Psychology 2018, 69
Riassunto
Using a person-centered approach, this study identified profiles of students exhibiting behavior and social adjustment problems in school. We conducted Latent Profile Analysis to identify these subgroups in a sample of 582 fifth and sixth graders. We found four profiles among girls—well-adjusted girls (66.10%); girls displaying externalizing behaviors and student–teacher conflict (4.75%); girls exhibiting internalizing behaviors and isolation from peers (10.17%); and girls with student–teacher nonclose interactions and nonprosocial behaviors toward peers (18.98%). We found three profiles among boys—well-adjusted boys (78.05%); boys displaying externalizing behaviors and student–teacher conflict (10.10%); and boys with externalizing, internalizing, and social problems with peers and teachers (11.85%). Next, we investigated longitudinal associations between these profiles and student behavioral engagement and academic achievement. Path analysis revealed that, compared to students with a well-adjusted profile, having a non-adjusted profile was associated with negative changes in teacher-reported behavioral engagement. Girls with an Externalizing Problem/Student–teacher Conflict profile or an Internalizing Problems/Peer Isolation profile also showed negative changes throughout the school year in their self-reported behavioral engagement and in academic achievement. We discussed these results and their practical implications in light of existing literature.
Tipo di documento
RICERCA.
Soggetto
RENDIMENTO.
DIFFERENZA SESSUALE.
COMPORTAMENTO.
RELAZIONI.
STUDENTI.
DOCENTI.
CANADA.
Ambito
Psicologico
Autore Secondario
ARCHAMBAULT, I.
DUPÉRÉ, V.
Titolo correlato
Journal of School Psychology 2018, 69
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http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=130502333&lang=it&site=ehost-live
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