Aggression, social competence, and academic achievement in Chinese children: A 5-year longitudinal study

2010 ◽  
Vol 22 (3) ◽  
pp. 583-592 ◽  
Author(s):  
Xinyin Chen ◽  
Xiaorui Huang ◽  
Lei Chang ◽  
Li Wang ◽  
Dan Li
Keyword(s):  
Academic Achievement ◽  
Longitudinal Study ◽  
Social Competence ◽  
School Performance ◽  
Indirect Effects ◽  
Structural Equation ◽  
Chinese Children ◽  
Equation Modeling ◽  
Cascade Effects ◽  
School Records

AbstractThe primary purpose of this longitudinal study was to examine, in a sample of Chinese children (initial M age = 8 years, N = 1,140), contributions of aggression to the development of social competence and academic achievement. Five waves of panel data on aggression and social and school performance were collected from peer evaluations, teacher ratings, and school records in Grades 2 to 5. Structural equation modeling revealed that aggression had unique effects on later social competence and academic achievement after their stabilities were controlled, particularly in the junior grades. Aggression also had significant indirect effects on social and academic outcomes through multiple pathways. Social competence and academic achievement contributed to the development of each other, but not aggression. The results indicate cascade effects of aggression in Chinese children from a developmental perspective.

Optimal Timing for Launching Installation of Tier 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports

2021 ◽  
pp. 109830072199608
Author(s):  
Angus Kittelman ◽  
Sterett H. Mercer ◽  
Kent McIntosh ◽  
Robert Hoselton
Keyword(s):  
Longitudinal Study ◽  
Behavioral Interventions ◽  
Structural Equation ◽  
Equation Modeling ◽  
Optimal Timing ◽  
First Year ◽  
Tier 2 ◽  
Positive Behavioral Interventions ◽  
Tier 1 ◽  
Tier 3

The purpose of this longitudinal study was to examine patterns in implementation of Tier 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting 2 or 3 years after initial Tier 1 implementation to launch Tier 2 systems predicted higher initial Tier 2 implementation (compared with implementing the next year). Finally, we found that launching Tier 3 systems after Tier 2 systems, compared with launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within 3 years of Tier 2 systems. These findings provide empirical guidance for when to launch Tier 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.

The Embedded Paradox of Organizational Turnover and Professional Autonomy

2021 ◽  
pp. 104973152098453
Author(s):  
Guanghuai Zheng ◽  
Haijuan Liu ◽  
Yean Wang ◽  
Beili Chen
Keyword(s):  
Structural Equation Modeling ◽  
Longitudinal Study ◽  
Social Workers ◽  
Turnover Intention ◽  
Structural Equation ◽  
Educational Background ◽  
Professional Autonomy ◽  
Equation Modeling ◽  
Analysis Method ◽  
Person Environment Fit

Purpose: This study aims to investigate the effects of professional autonomy (PA) and person–environment fit (person–job [PJ] fit and person–organization [PO] fit) on turnover intention (TI). Methods: We take a total of 1,133 professional social workers with formal educational background from the China Social Work Longitudinal Study 2019 as our sample and use structural equation modeling as our analysis method. Results: We find that an increase in person–environment fit is significantly associated with a decrease in Chinese social workers’ organizational TI, and this relationship is mediated by PA. However, PA has greater power to buffer the effects of PJ fit than those of PO fit on TI. Conclusions: This finding improves existing understanding of the paradox of social workers embedded in the community. An occupational environment that promotes PA is urgently needed to address this paradox and to prevent social workers’ TI.

Higher education amid COVID-19 pandemic: contributions from resilience, positive orientation and grit

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Afsaneh Ghanizadeh
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Structural Equation ◽  
Online Survey ◽  
Self Regulation ◽  
Academic Resilience ◽  
Equation Modeling ◽  
Positive Orientation ◽  
Major Purpose ◽  
Content Type

PurposeThe major purpose of the present study is to investigate the contribution of academic resilience in accounting for two motivational and attitudinal constructs ? Grit and positive orientation and also probe the predictive power of all these constructs in academic achievement of university students in the midst of the pandemic COVID-19.Design/methodology/approach521 university students participated in an online survey. To measure academic resilience, a scale designed and validated by Kim and Kim (2016) comprising 26 items was employed. The scale contains five sub-factors: perceived happiness, empathy, sociability, persistence and self-regulation. Grit was assessed via an 8-item scale comprising two facets: perseverance of effort (PE) and consistency of interest (CI). It was designed by Duckworth and Gross (2014). Positive orientation was determined through positivity scale developed by Caprara et al. (2010), consisting of eight items.FindingsThe results of structural equation modeling (SEM) revealed that resilience positively and significantly predicted both grit (β = 0.56, t = 6.41) and positive orientation (β = 0.54, t = 6.35). Resilience also predicted academic achievement directly (β = 0.71, t = 9.12) and indirectly via its impact on grit and positive orientation. It was also found that positive orientation and grit are positively and highly associated (β = 0.77, t = 9.28).Originality/valueThe pandemic COVID-19 brought about substantial changes in university students' education and their overall life style. Many university students around the globe experienced virtual education. Balancing personal and academic roles in these unprecedented conditions seems to be a tough challenge for every university student.

Social Class, Classism, Stigma, and College Students’ Attitudes Toward Counseling

2018 ◽  
Vol 46 (6) ◽  
pp. 761-785 ◽  
Author(s):  
Na-Yeun Choi ◽  
Matthew J. Miller
Keyword(s):  
College Students ◽  
Social Class ◽  
Indirect Effects ◽  
Structural Equation ◽  
Research University ◽  
Equation Modeling ◽  
Eastern United States ◽  
Public Research University ◽  
Students Attitudes ◽  
Subjective Social Class

This study tested two competing theoretically and empirically derived models of college students’ attitudes toward seeking counseling. It extends the literature in this area by assessing the influence of objective and subjective social class, classism, and stigma on attitudes. We used structural equation modeling to analyze self-reported archival data from 2,230 incoming college students at a large, public research university in the Eastern United States. The results demonstrated the superiority of the direct and indirect effects of social class over the competing indirect effects model of social class. The results further indicated that objective social class related to attitudes toward seeking professional help indirectly through subjective social class, classism, and stigma. Finally, the results also showed that objective social class, subjective social class, and classism operated differently in the model. We discuss study limitations, future directions for research, and recommendations for practice.

scholarly journals The reasoned action approach applied to health behavior: Role of past behavior and test of some key moderators using meta-analytic structural equation modeling

2018 ◽  
Author(s):  
Martin S Hagger ◽  
Juho Polet ◽  
Taru Lintunen
Keyword(s):  
Structural Equation Modeling ◽  
Health Behavior ◽  
Indirect Effects ◽  
Structural Equation ◽  
Social Cognitive ◽  
Reasoned Action ◽  
Equation Modeling ◽  
Reasoned Action Approach ◽  
Data Set ◽  
Past Behavior

Rationale: The reasoned action approach (RAA) is a social cognitive model that outlines the determinants of intentional behavior. Primary and meta-analytic studies support RAA predictions in multiple health behaviors. However, including past behavior as a predictor in the RAA may attenuate model effects. Direct effects of past behavior on behavior may reflect non-conscious processes while indirect effects of past behavior through social cognitive variables may represent reasoned processes. Objective: The present study extended a previous meta-analysis of the RAA by including effects of past behavior. The analysis also tested effects of candidate moderators of model predictions: behavioral frequency, behavior type, and measurement lag.Method: We augmented a previous meta-analytic data set with correlations between model constructs and past behavior. We tested RAA models that included and excluded past behavior using meta-analytic structural equation modeling and compared the effects. Separate models were estimated in studies on high and low frequency behaviors, studies on different types of behavior, and studies with longer and shorter measurement lag.Results: Including past behavior attenuated model effects, particularly the direct effect of intentions on behavior, and indirect effects of experiential attitudes, descriptive norms, and capacity on behavior through intentions. Moderator analyses revealed larger intention-behavior and past behavior-behavior effects in high frequency studies, but the differences were not significant. No other notable moderator effects were observed.Conclusion: Findings indicate a prominent role for habitual processes in determining health behavior and inclusion of past behavior in RAA tests is important to yield precise estimates of model effects.

Student engagement in the Caribbean region: Exploring its role in the motivation and achievement of Jamaican middle school students

2016 ◽  
Vol 38 (2) ◽  
pp. 184-200 ◽  
Author(s):  
Tamica G. Martin ◽  
Andrew J. Martin ◽  
Paul Evans
Keyword(s):  
Academic Achievement ◽  
Structural Equation ◽  
Academic Motivation ◽  
Equation Modeling ◽  
Behavioral Engagement ◽  
Caribbean Region ◽  
School Students ◽  
Expectancy Value ◽  
The Caribbean ◽  
Motivation And Achievement

Using an expectancy-value framework, the present investigation is the first to explore the generality of this theorizing and research in the emerging regional context of the Caribbean. Given high underachievement in the Caribbean region, we addressed the need to better understand the role of engagement in students’ academic motivation and achievement. A total of 585 year 6 to 9 students from five Jamaican schools responded to a survey assessing their motivation milieu (academic expectations and values held by their parents, teachers, and peers), their self-motivation (expectancies and values), behavioral engagement (class participation, homework completion, school absenteeism), and their academic achievement (in mathematics, language arts, and science). Structural equation modeling showed that (a) students’ own motivation was influenced by their motivation milieu, and (b) students’ behavioral engagement significantly mediated the relationship between their motivation and their academic achievement. Findings confirm the generality of behavioral engagement effects among students in the developing Caribbean region and represent a novel contribution to the study of developing and emerging educational contexts more broadly.

scholarly journals Longitudinal Study on Construction Organization’s BIM Acceptance

2020 ◽  
Vol 10 (15) ◽  
pp. 5358
Author(s):  
Seulki Lee ◽  
Jungho Yu
Keyword(s):  
Longitudinal Study ◽  
Structural Equation ◽  
Information Modeling ◽  
Equation Modeling ◽  
Construction Sites ◽  
Factors Affecting ◽  
Construction Organizations ◽  
Building Information ◽  
Construction Organization ◽  
Acceptance Model

The Korean domestic market is focused on the introduction of BIM (Building Information Modeling) owing to an influx of investment due to increased interest and mandatory application of BIM. However, the rate of BIM introduction is high, while BIM user proficiency is low. Against these problems, the authors proposed an acceptance model for BIM in construction organizations in 2012. As the number of BIM application cases increases and the number of BIM-trained users increases as time goes on, BIM users’ positive perception of BIM values are expected to increase, which may change the BIM acceptance mechanism. Therefore, we conducted a longitudinal study of the 2012 BIM acceptance model against 2019 data to estimate changes in factors affecting BIM acceptance attitudes as well as the mechanism of the relationships between factors over time spent using the technology. To generalize the results, the respondents were spread across construction sites. The data obtained 119 samples from a sample of experienced users of BIM. We used AMOS 21.0 for hypothesis testing of structural equation modeling (SEM), and the 2019 BIM acceptance model was compared against the 2012 acceptance model using an independent sample t-test. As a result, it was confirmed that the 2012 BIM acceptance model is still suitable for describing the BIM acceptance mechanism of the construction organization, and there was a difference between the 2012 model and the 2019 model. This seems to have changed the mechanism of BIM acceptance by being change perception of BIM users as time goes on. The results of this study can be used to establish a BIM activation strategy for each BIM acceptance stage and are expected to be applicable to establishing a BIM activation strategy for construction organizations or countries with similar BIM acceptance stage.

Examining the Relationships Among Cognitive Acceptance, Behavioral Commitment, Autonomous Extrinsic Motivation, and Physical Activity

2020 ◽  
Vol 42 (3) ◽  
pp. 177-184
Author(s):  
Matthew Jenkins ◽  
Elaine A. Hargreaves ◽  
Ken Hodge
Keyword(s):  
Physical Activity ◽  
Indirect Effects ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Need Satisfaction ◽  
Equation Modeling ◽  
Future Research ◽  
Psychological Need ◽  
Direct Pathway ◽  
Research Designs

This study examined the relationships among cognitive acceptance, behavioral commitment, psychological need satisfaction, autonomous extrinsic motivation (EM) for physical activity (PA), and PA behavior. Participants (N = 456, M age = 40.7 years) completed online measures of these variables, and data were analyzed using structural equation modeling. Results indicated a direct pathway from behavioral commitment to autonomous EM, plus indirect effects via autonomy, competence, and relatedness. There was no direct pathway from cognitive acceptance to autonomous EM, but there were indirect effects via competence and autonomy satisfaction. There was a direct pathway from cognitive acceptance to self-reported PA plus indirect effects via autonomous EM. There was no direct pathway from behavioral commitment to self-reported PA, but there were indirect effects via autonomous EM. Cognitive acceptance and behavioral commitment potentially support the development of autonomous EM for PA. Future research using longitudinal and intervention-based research designs is required to determine the causal relationships among these variables.

What are the effects of screen time on emotion regulation and academic achievements? A three-wave longitudinal study on children from 4 to 8 years of age

2020 ◽  
pp. 1476718X2096984
Author(s):  
Luca Cerniglia ◽  
Silvia Cimino ◽  
Massimo Ammaniti
Keyword(s):  
Longitudinal Study ◽  
Young Children ◽  
Screen Time ◽  
Structural Equation ◽  
Equation Modeling ◽  
Digital Devices ◽  
Academic Achievements ◽  
Very Young Children ◽  
Typical Day ◽  
Children's Activities

The use of digital devices among very young children is quickly spreading, although the effects of screen time on emotional and cognitive functioning are still debated. In a sample of N = 422 children and their mothers, this 4-year longitudinal study aimed to evaluate the hypothesis that the use of digital devices as smartphones and tablets at 4 years of age is related to later dysregulation symptoms and to lower academic achievements both at 6 and 8 years of age. Children’s mothers were asked whether or not their offspring had access to digital devices and what was their average screen time on a typical day. Mothers were also requested to specify whether they used to participate in their children’s activities during screen time and to report their offspring emotional/behavioral functioning. Children’s teachers were administered the Teachers Report Form including the competence part to evaluate academic achievements and possible dysregulation symptoms of their students. The Structural Equation Modeling showed that screen time at 4 years of age, the child was directly, positively and significantly associated with dysregulation and negatively associated with mathematics and literacy grades at 8 years of age of the child. These results could help orientate the guidelines for the use of digital devices by very young children.

The Mediating Role of School Motivation in Linking Student Victimization and Academic Achievement

2016 ◽  
Vol 32 (2) ◽  
pp. 162-175 ◽  
Author(s):  
Weihua Fan ◽  
Allison G. Dempsey
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Structural Equation ◽  
Equation Modeling ◽  
School Students ◽  
Mediating Role ◽  
Student Victimization ◽  
Nationally Representative ◽  
And Gender

This study examined the mediating role of student school motivation in linking student victimization experiences and academic achievement among a nationally representative sample of students in 10th grade. Structural equation modeling supported that there were significant associations between student victimization and academic achievement for high school students. Give these significant associations, identification of the cognitive mechanisms that underlie these relationships is critical to understanding the plight of repeated victims. Our results indicated that students who reported frequent peer victimization also reported reduced school motivation (self-efficacy and intrinsic motivation), resulting in lower achievement in both reading and math. These pathways existed after accounting for differences in achievement that may be due to socioeconomic status and gender.

Sign in / Sign up

Export Citation Format

Share Document