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Véronneau MH, Vitaro F, Poulin F, Ha T, Kornienko O. Academic Achievement, Externalizing Problems, and Close Friends in Middle School: Testing a Developmental Cascade Model Leading to Educational Attainment in the Late Twenties. J Youth Adolesc 2025:10.1007/s10964-025-02143-6. [PMID: 39881121 DOI: 10.1007/s10964-025-02143-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2024] [Accepted: 01/11/2025] [Indexed: 01/31/2025]
Abstract
Because educational attainment is associated with well-being in the long term, it is important to understand the developmental processes that enhance academic outcomes during adolescence. Also, although the importance of friends is well documented in adolescence, little is known about how close friends' characteristics work together with youth's own characteristics to shape adolescents' educational trajectories. This study fills an important gap in knowledge by focusing on how middle school students' academic achievement and externalizing problems are associated with their friends' achievement and externalizing problems over time, and how these variables predict educational attainment in adulthood. This study innovates by examining developmental cascades involving adolescents' academic achievement, externalizing problems, and these characteristics in their close friends in the context of random-intercept cross-lagged panel modeling (RI-CLPM), which disentangles within-person changes and between-person differences during the three years of middle school. The sample included 998 middle school students (Mage at recruitment: 12.21 years old; SD = 0.37 years), 42.3% of whom were European Americans, 29.0% African Americans, 6.8% Latinos, 5.2%, Asian Americans, 16.2% youth of other ethnicities, including mixed ethnicity, and 47.3% were female. At the within-person level, only one type of interdomain cascade was corroborated, as youth displaying high levels of externalizing problems reported close friendships with low-achieving friends in the next year. At the between-person level, only the random intercept representing the stability of adolescents' academic achievement throughout middle school predicted educational attainment in adulthood (average of 28 years old). In essence, this study clarifies that the etiological mechanisms leading up to adult educational attainment involve only adolescents' own stable academic achievement, and not their externalizing behaviors or friends' academic achievement and externalizing behaviors.
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Affiliation(s)
| | - Frank Vitaro
- School of Psychoeducation, University of Montreal, Montréal, QC, Canada
| | - François Poulin
- Departement of Psychology, University of Quebec at Montreal, Montréal, QC, Canada
| | - Thao Ha
- Departement of Psychology, Arizona State University, Tempe, AZ, USA
| | - Olga Kornienko
- Department of Psychology, George Mason University, Fairfax, VA, USA
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Bimerew MS, Arendse JP. Academic help-seeking behaviour and barriers among college nursing students. Health SA 2024; 29:2425. [PMID: 38322370 PMCID: PMC10839232 DOI: 10.4102/hsag.v29i0.2425] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2023] [Accepted: 11/02/2023] [Indexed: 02/08/2024] Open
Abstract
Background First-year college student's smooth transition and academic success influenced by academic help-seeking behaviour. Academic help-seeking behaviour is largely affected by many factors, including demographic factors, self-esteem and the use of sources for academic learning. Aim The study investigated academic help-seeking behaviour and barriers among first-year college nursing students. Setting The study was conducted at a nursing college in the Western Cape province of South Africa. Methods A cross-sectional descriptive survey design with a self-administered questionnaire was used to collect data from 130 first year nursing college students. Descriptive statistics and bivariate analysis were computed using Statistical Packages for Social Sciences (SPSS). Results More than 77.7% used course materials and books to help with academic learning, 50% of students sought help from their teachers. Only 24.6% and 17.7% of students used YouTube and computers respectively. In all items measured help-seeking is not a threat to self-esteem, teachers and parents did not have unrealistic expectations of their academic performance. Language is significantly associated with (p < 0.001) academic help-seeking behaviour. Conclusion Most students mainly used informal sources for academic learning. Help-seeking was not a threat to self-esteem. The language barrier is significantly associated with academic help-seeking behaviour. The nursing college should provide a coordinated academic language support, academic consultation and counselling services for academically stressed first-year nursing students. Contribution The findings highlighted language as a barrier to academic help-seeking. The study provides insight to strengthen the language and academic support for academic learning for first year nursing students.
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Affiliation(s)
- Million S Bimerew
- School of Nursing, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa
| | - John P Arendse
- School of Nursing, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa
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Wang L, Yu Z. Gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy: A systematic review. Front Psychol 2023; 14:1136141. [PMID: 37057158 PMCID: PMC10086360 DOI: 10.3389/fpsyg.2023.1136141] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2023] [Accepted: 03/13/2023] [Indexed: 03/30/2023] Open
Abstract
Although academic self-concept plays a crucial role in promoting students' education, there is a paucity of studies simultaneously exploring the gender-moderated effects of academic self-concept. This study aimed to explore gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy. With Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocol (PRISMA-P) and STARLITE criteria, this study screened and assessed the retrieved literature, finally including 53 studies. It was concluded that academic self-concept exerted a positive influence on improving achievement, enhancing motivation, ameliorating performance, and boosting self-efficacy. It should also be noted that interrelations between academic self-concept and other educational constructs may be much more complicated than expected since gender disparities may moderate the effects of academic self-concept. Gender discrepancies in academic self-concept could account for the gap between male students and female students in subject-specific achievement, motivation, performance, and self-efficacy, especially in STEM courses. Teaching interventions and educational policies should be taken to enhance female students' STEM courses self-concept. Future studies should promote educational equality, highlight academic self-concept of special groups, and enhance academic self-concept in online learning.Systematic review registrationhttps://osf.io/uxjnv/?view_only=b10db44d34154d96a361c159ca15a5b5.
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Affiliation(s)
- Leihong Wang
- Department of Linguistics, Beijing Language and Culture University, Beijing, China
| | - Zhonggen Yu
- Faculty of Foreign Studies, Beijing Language and Culture University, Beijing, China
- *Correspondence: Zhonggen Yu
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Wang L, Liang L, Liu Z, Yuan K, Ju J, Bian Y. The Developmental Process of Peer Support Networks: The Role of Friendship. Front Psychol 2021; 12:615148. [PMID: 33584478 PMCID: PMC7875894 DOI: 10.3389/fpsyg.2021.615148] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Accepted: 01/07/2021] [Indexed: 11/23/2022] Open
Abstract
This study investigated the characteristics and development of peer support networks in an effort to unravel the role of friendship in this developmental process. The relationships between friendship networks and peer support networks were explored, and the influence of dyadic and triadic friendships on the development of peer support relationships was examined. Two waves of data were collected among a sample of adolescents in six Chinese junior high schools (n = 913 students from 28 classrooms; mean age = 14.13 years; 50.49% boys), and classroom friendship networks and peer support networks were analyzed. The results showed that peer support networks were sparse, hierarchical, and sex-segregated. Furthermore, peer support networks and friendship networks partially overlapped. Friends tended to have similar support-seeking and support-providing ties. Longitudinal multiplex social network analysis revealed that peer support networks changed moderately over time, and friendships played various roles in the development of peer support networks. Dyadic friendships improved the formation of peer support ties. A mutual friend improved the formation of support relationships between two students when the mutual friend chose the two students as friends, but a mutual friend also hindered or had no effects on the formation of support relationships in other cases. The implications for educators to improve peer support networks are presented, and directions for future research are discussed.
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Affiliation(s)
- Lingfei Wang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
| | - Lichan Liang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China.,Child and Family Education Research Center, Beijing Normal University, Beijing, China.,Institute of Mental Health and Education, Beijing Normal University, Beijing, China
| | - Zhengguang Liu
- Department of Psychology and Behavioral Science, Zhejiang University, Hangzhou, China
| | - Keman Yuan
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
| | - Jiawen Ju
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
| | - Yufang Bian
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China.,Child and Family Education Research Center, Beijing Normal University, Beijing, China.,Institute of Mental Health and Education, Beijing Normal University, Beijing, China
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Zander L, Höhne E. Perceived Peer Exclusion as Predictor of Students’ Help-Seeking Strategies in Higher Education. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2021. [DOI: 10.1026/0049-8637/a000235] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Abstract. Feeling excluded by fellow students may be associated with lower levels of adaptive help-seeking. In a cross-sectional study, we compared self-reported help-seeking strategies (autonomy-oriented, dependency-oriented, help-seeking avoidance) among N = 418 students in 25 seminar and tutorial groups in the undergraduate introductory courses of two subject domains: computer science and education. Analyses showed that, overall, students reported lower autonomy-oriented help-seeking and higher help-seeking avoidance in computer science than in education. In computer science, perceived peer exclusion predicted more help-seeking avoidance among both male and female students and less autonomy-oriented help-seeking among females. In education, however, perceived peer exclusion was a significant predictor of both male and female students’ lower autonomy-oriented help-seeking. Results suggest that, in computer science, help-seeking appears to have an “image problem” signaling competence-related inferiority rather than being a form of effective self-regulated learning. Implications for enhancing adaptive help exchange cultures in computer science are discussed.
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Affiliation(s)
- Lysann Zander
- Division of Empirical Educational Research, Institute of Education, Leibniz Universität Hannover, Germany
| | - Elisabeth Höhne
- Division of Empirical Educational Research, Institute of Education, Leibniz Universität Hannover, Germany
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Cohen R, Moed A, Shoshani A, Roth G, Kanat-Maymon Y. Teachers' Conditional Regard and Students' Need Satisfaction and Agentic Engagement: A Multilevel Motivation Mediation Model. J Youth Adolesc 2019; 49:790-803. [PMID: 31482514 DOI: 10.1007/s10964-019-01114-y] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2019] [Accepted: 08/16/2019] [Indexed: 11/25/2022]
Abstract
Teachers' conditional positive regard and conditional negative regard are common motivational techniques in the classroom. This study investigated their respective effects on adolescent students' agentic engagement, while considering students' basic psychological needs for autonomy and relatedness as potential mediators. Data collected from 30 teachers and 651 7th to 10th graders (52% female) were used to test a multilevel mediation model. The results indicated that teachers' conditional negative regard undermined students' agentic engagement by frustrating both of their autonomy and relatedness needs. Teachers' conditional positive regard thwarted students' sense of autonomy, which consequently undermined their agentic engagement. The findings are discussed in terms of conditional positive and negative regard as undesirable classroom motivational practices and the mechanisms through which they operate. The discussion also notes the importance of investigating contextual factors at the classroom level.
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Affiliation(s)
- Rinat Cohen
- Baruch Ivcher School of Psychology, Interdisciplinary Center (IDC) Herzliya, P.O. Box 167, 46150, Herzliya, Israel
| | - Anat Moed
- School of Education, Bar Ilan University, 5290002, Ramat Gan, Israel
| | - Anat Shoshani
- Baruch Ivcher School of Psychology, Interdisciplinary Center (IDC) Herzliya, P.O. Box 167, 46150, Herzliya, Israel
| | - Guy Roth
- School of Education, Ben Gurion University of the Negev, P.O. Box 653, 8410501, Beer-Sheva, Israel
| | - Yaniv Kanat-Maymon
- Baruch Ivcher School of Psychology, Interdisciplinary Center (IDC) Herzliya, P.O. Box 167, 46150, Herzliya, Israel.
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Who asks whom for help in mathematics? A sociometric analysis of adolescents' help-seeking within and beyond clique boundaries. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.03.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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9
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Joanna Simpson and Meagan Glover Adams: Understanding Gifted Adolescents: Accepting the Exceptional. J Youth Adolesc 2018. [DOI: 10.1007/s10964-018-0848-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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10
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African American adolescents' gender and perceived school climate moderate how academic coping relates to achievement. J Sch Psychol 2018; 69:127-142. [PMID: 30558748 DOI: 10.1016/j.jsp.2018.05.001] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2017] [Revised: 01/25/2018] [Accepted: 05/02/2018] [Indexed: 10/14/2022]
Abstract
Using stereotype threat and motivational resilience theories as the guiding frameworks, this study examined how African American adolescents' academic coping strategies (i.e., problem solving, help seeking, self-encouragement, comfort seeking, and commitment) were associated with academic achievement, and whether these associations varied by adolescents' gender and perceptions of school climate (i.e., school mastery goal structure and support for cultural pluralism). Data were collected from 274 African American seventh graders (Mage = 12.84 years; 55% female; 91% low-income). Results suggested that associations between academic coping and achievement depended on adolescents' gender and school climate perceptions. Problem solving was associated with higher achievement for males only. Comfort seeking was associated with lower achievement among females and for adolescents who perceived their schools to be less mastery-oriented. Commitment related to lower achievement among males who perceived less supportive school climates. Importantly, self-encouragement was associated with higher achievement among males who perceived greater school support for cultural pluralism. Replication analyses with White adolescents from the same schools indicated that these findings were unique to African American adolescents.
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Li P, Zhou N, Zhang Y, Xiong Q, Nie R, Fang X. Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students. Front Psychol 2017; 8:1703. [PMID: 29021772 PMCID: PMC5623707 DOI: 10.3389/fpsyg.2017.01703] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2017] [Accepted: 09/19/2017] [Indexed: 11/13/2022] Open
Abstract
School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students' school engagement on their academic achievement, considerably less research has investigated the effect of high school students' prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck's social-cognitive theory of motivation, we further examined the moderating effect of students' theories of intelligence (TOIs) on this relationship. A total of 4036 (2066 girls) students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a) students' prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b) the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents' school engagement. Implications and future research directions were discussed.
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Affiliation(s)
| | | | | | | | | | - Xiaoyi Fang
- Institute of Developmental Psychology, Beijing Normal University, Beijing, China
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