Predicting Early Adolescents’ Academic Achievement, Social Competence, and Physical Health From Parenting, Ego Resilience, and Engagement Coping

2010 ◽  
Vol 31 (4) ◽  
pp. 548-576 ◽  
Author(s):  
Jodi Swanson ◽  
Carlos Valiente ◽  
Kathryn Lemery-Chalfant ◽  
T. Caitlin O'Brien
Keyword(s):  
Academic Achievement ◽  
Social Competence ◽  
Physical Health ◽  
Early Adolescents ◽  
Ego Resilience

Early Social Competence and Academic Achievement: Relations Over Time

2006 ◽  
Author(s):  
Ashley C. Gibb ◽  
John E. Bates ◽  
Jackson A. Goodnight ◽  
Kenneth A. Dodge ◽  
Gregory S. Pettit
Keyword(s):  
Academic Achievement ◽  
Social Competence ◽  
Over Time

Consequences of Physical Health and Mental Illness Risks for Academic Achievement in Grades K–12

2009 ◽  
Vol 33 (1) ◽  
pp. 283-309 ◽  
Author(s):  
Sean Joe ◽  
Emanique Joe ◽  
Larry L. Rowley
Keyword(s):  
Academic Achievement ◽  
Mental Illness ◽  
Physical Health ◽  
K 12

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.

scholarly journals Life Satisfaction in Adolescents: The Role of Individual and Social Health Assets

2018 ◽  
Vol 21 ◽  
Author(s):  
Luis Calmeiro ◽  
Inês Camacho ◽  
Margarida Gaspar de Matos
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Regression Analysis ◽  
Social Competence ◽  
Family Support ◽  
School Connectedness ◽  
Self Regulation ◽  
Well Being ◽  
Social Health ◽  
Health Assets

AbstractThe aim of this study is to explore the relationship between adolescents’ life satisfaction and individual and social health assets. A nationally representative sample of 3,494 Portuguese adolescents (mean age = 14.94 ± 1.30 years; 53.6% girls) completed the Health Behavior in School-aged Children survey measuring a variety of health behaviors and beliefs. A sequential regression analysis was conducted with gender, individual assets (academic achievement, social competence, self-regulation and life objectives) and social assets (family support, peer support, parental monitoring and school connectedness) entered in separate steps. A second regression analysis was conducted with social assets entered before individual assets. The final model explained 18.3% of life satisfaction. School connectedness (β = .198, p < .001) and family support (β = .154, p < .001) were the strongest predictors of adolescents’ life satisfaction followed by social competence (β = .152, p < .001), academic achievement (β = .116, p < .001) and self-regulation (β = .064, p < .001). Social assets explained a larger variance of life satisfaction than individual assets when entered first in the regression (r2 = .134 and r2 = .119, respectively, p < .001). When entered last step in the regression analysis, social assets added more to life satisfaction’s variance than when individual assets were added in the last step (r2 = .060 and r2 = .045, respectively, p < .001). These results reinforce the role social interaction and social capital models in the promotion of well-being.

Relations among Early Adolescents' Parent-Adolescent Attachment, Perceived Social Competence, and Friendship Quality

2011 ◽  
Vol 109 (3) ◽  
pp. 819-841 ◽  
Author(s):  
Melissa W. Boling ◽  
Carolyn McNamara Barry ◽  
Beth A. Kotchick ◽  
Jen Lowry
Keyword(s):  
Social Competence ◽  
Metropolitan Area ◽  
Early Adolescents ◽  
Friendship Quality ◽  
Self Report ◽  
Hierarchical Regression ◽  
Regression Analyses ◽  
Affective Quality ◽  
Adolescent Attachment

To assess whether the relation between attachment and friendship quality may be explained by social competence, 113 students in Grades 7 and 8 from the Baltimore metropolitan area completed self-report questionnaires on the variables of interest. In hierarchical regression analyses, both maternal Affective Quality of Attachment and the interaction of School with paternal Affective Quality of Attachment predicted social competence. Also, the interaction of School with paternal Affective Quality of Attachment predicted negative friendship features, whereas social competence predicted positive friendship features. These findings provide support for a pathway between adolescents' attachment to both parents and adolescents' perceived social competence and, in turn, their friendship quality.

scholarly journals The effectiveness of exercise intervention for academic achievement, cognitive function, and physical health among children in Mongolia: a cluster RCT study protocol

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Kenji Takehara ◽  
Togoobaatar Ganchimeg ◽  
Akihito Kikuchi ◽  
Lkagvasuren Gundegmaa ◽  
Lkagvasuren Altantsetseg ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Cognitive Function ◽  
Physical Health ◽  
Study Protocol ◽  
Exercise Intervention ◽  
Cluster Rct

scholarly journals Video Game–Based Exercise, Latino Children's Physical Health, and Academic Achievement

2013 ◽  
Vol 44 (3) ◽  
pp. S240-S246 ◽  
Author(s):  
Zan Gao ◽  
Peter Hannan ◽  
Ping Xiang ◽  
David F. Stodden ◽  
Verónica E. Valdez
Keyword(s):  
Academic Achievement ◽  
Physical Health ◽  
Video Game ◽  
Health And Academic Achievement

The relations of migrant status and parenting to Chinese adolescents’ adjustment

2016 ◽  
Vol 41 (3) ◽  
pp. 320-328 ◽  
Author(s):  
Guangzhen Zhang ◽  
Nancy Eisenberg ◽  
Zongbao Liang ◽  
Yi Li ◽  
Huihua Deng
Keyword(s):  
Academic Achievement ◽  
Social Competence ◽  
Positive Parenting ◽  
Migrant Status ◽  
Positive Adjustment ◽  
Academic Records ◽  
Quality Of Parenting ◽  
The Stability ◽  
Migrant Adolescents

The main goals of the present study were (a) to compare Chinese migrant and nonmigrant adolescents on mean levels of parenting, positive adjustment, and academic functioning, and to assess whether socioeconomic status (SES) accounted for any obtained differences, (b) to examine whether the relations of SES and migrant status to youths’ positive adjustment were mediated by quality of parenting, and (c) to examine relations of parenting to positive adjustment across time. Three months after adolescents (254 boys and 216 girls; 281 migrant and 189 nonmigrant adolescents; M age = 12.95 years, SD = 0.91 at the first wave) entered middle school (T1), and again one (T2) and two years later (T3), adolescents, parents, and/or teachers reported on parenting, and adolescents’ positive psychological adjustment and school-related social competence, and adolescents’ academic records were obtained from schools. Migrant parents were lower than nonmigrant parents on education and positive parenting (T1, T2, and T3). Migrant adolescents were lower than nonmigrant adolescents on self-reported self-esteem and life satisfaction, academic achievement (T1, T2, and T3) and teacher-reported school-related social competence (T3); they did not differ on most variables when parents’ education was controlled. When taking into account the stability of parenting and adjustment (and including T1 SES and migrant status as predictors of T2 variables), positive parenting predicted school-related social competence and academic achievement across time.

A Study of Social Competence and Academic Achievement

2015 ◽  
Vol 10 (1) ◽  
pp. 88
Author(s):  
Kumud Gaur ◽  
Shashi Malik
Keyword(s):  
Academic Achievement ◽  
Social Competence
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