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Social withdrawal and academic achievement, intertwined over years? Bidirectional effects from primary to upper secondary school
BACKGROUND: Socially withdrawn children tend to perform poorer academically than their peers.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...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
John Wiley and Sons Inc.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9790443/ https://www.ncbi.nlm.nih.gov/pubmed/35383890 http://dx.doi.org/10.1111/bjep.12504 |
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author | Stenseng, Frode Tingstad, Eivind B. Wichstrøm, Lars Skalicka, Vera |
author_facet | Stenseng, Frode Tingstad, Eivind B. Wichstrøm, Lars Skalicka, Vera |
author_sort | Stenseng, Frode |
collection | PubMed |
description | BACKGROUND: Socially withdrawn children tend to perform poorer academically than their peers.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. |
format | Online Article Text |
id | pubmed-9790443 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | John Wiley and Sons Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-97904432022-12-28 Social withdrawal and academic achievement, intertwined over years? Bidirectional effects from primary to upper secondary school Stenseng, Frode Tingstad, Eivind B. Wichstrøm, Lars Skalicka, Vera Br J Educ Psychol Original Articles 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. John Wiley and Sons Inc. 2022-04-06 2022-12 /pmc/articles/PMC9790443/ /pubmed/35383890 http://dx.doi.org/10.1111/bjep.12504 Text en © 2022 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society. https://creativecommons.org/licenses/by/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Original Articles Stenseng, Frode Tingstad, Eivind B. Wichstrøm, Lars Skalicka, Vera Social withdrawal and academic achievement, intertwined over years? Bidirectional effects from primary to upper secondary school |
title | Social withdrawal and academic achievement, intertwined over years? Bidirectional effects from primary to upper secondary school |
title_full | Social withdrawal and academic achievement, intertwined over years? Bidirectional effects from primary to upper secondary school |
title_fullStr | Social withdrawal and academic achievement, intertwined over years? Bidirectional effects from primary to upper secondary school |
title_full_unstemmed | Social withdrawal and academic achievement, intertwined over years? Bidirectional effects from primary to upper secondary school |
title_short | Social withdrawal and academic achievement, intertwined over years? Bidirectional effects from primary to upper secondary school |
title_sort | social withdrawal and academic achievement, intertwined over years? bidirectional effects from primary to upper secondary school |
topic | Original Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9790443/ https://www.ncbi.nlm.nih.gov/pubmed/35383890 http://dx.doi.org/10.1111/bjep.12504 |
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