Shortcuts
Top of page (Alt+0)
Page content (Alt+9)
Page menu (Alt+8)
Your browser does not support javascript, some WebOpac functionallity will not be available.
.
Default
.
PageMenu
-
Main Menu
-
Simple Search
.
Preferences
.
.
Member Services
.
Exit Webopac
.
LIBERO Portal Search
.
Catalogo Univ. Pontificia Salesiana
.
EbscoHost
.
Univ. Pontificia Salesiana
.
Search Menu
Simple Search
.
Advanced Search
.
Expert Search
.
Journal Search
.
Refine Search Results
.
New Items Search
.
Bottom Menu
Help
About
.
Languages
Italian
.
English
.
German
.
New Items Menu
New Items Search
.
New Items List
.
© LIBERO v6.4.1sp220816
Page content
You are here
:
Catalogue Tag Display
Catalogue Tag Display
MARC 21
Boys' and girls' latent profiles of behavior and social adjustment in school : longitudinal links with later student behavioral engagement and academic achievement?
Tag
Description
001
$ 78622
013
$aUPS BIBL CENTR 39-C-1994
100
$aOLIVIER, E..
245
$aBoys' and girls' latent profiles of behavior and social adjustment in school :$blongitudinal links with later student behavioral engagement and academic achievement?$hParte componente di periodico
300
$app. 28-44
500
$aEstratto da: Journal of School Psychology 2018, 69
520
$aUsing 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.
653
$aRICERCA.
655
$aRENDIMENTO.
655
$aDIFFERENZA SESSUALE.
655
$aCOMPORTAMENTO.
655
$aRELAZIONI.
655
$aSTUDENTI.
655
$aDOCENTI.
655
$aCANADA.
658
$aPsicologico.
700
$aARCHAMBAULT, I.
700
$aDUPÉRÉ, V.
740
$aJournal of School Psychology 2018, 69
856
$u
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=130502333&lang=it&site=ehost-live
Quick Search
Search for