The Relation of Test Anxiety and Defensiveness to Test and School Performance over the Elementary-School Years: A Further Longitudinal Study

1966 ◽  
Vol 31 (2) ◽  
pp. 1 ◽  
Author(s):  
Kennedy T. Hill ◽  
Seymour B. Sarason
Keyword(s):  
Elementary School ◽  
Longitudinal Study ◽  
Test Anxiety ◽  
School Performance

A longitudinal study of dentine lead levels and intelligence, School performance and behaviour: The measurement of dentine lead

1989 ◽  
Vol 80 (2-3) ◽  
pp. 229-241 ◽  
Author(s):  
Jack E. Fergusson ◽  
Nicola G. Kinzett ◽  
David M. Fergusson ◽  
L. John Horwood
Keyword(s):  
Longitudinal Study ◽  
School Performance ◽  
Lead Levels

scholarly journals Tiimit opettajien perinteisten työkäytäntöjen murtajina

1999 ◽  
Vol 19 (3) ◽  
pp. 250-256
Author(s):  
Merja Kärkkäinen
Keyword(s):  
Elementary School ◽  
Longitudinal Study ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Work Practices ◽  
Teacher Teams

Artikkelin kirjoittaja kertoo väitöskirjastaan, joka käsittelee opettajatiimissä tapahtuvan opetuksen suunnittelun onnistumisen edellytyksiä ja esteitä. – Koulut ovat murrosvaiheessa ja opettajien työtapa on muuttumassa yksilöllisestä luokkahuonetyöskentelystä tiimimäisemmäksi ja verkostomaisemmaksi työtavaksi. Tiimipuheen laatu on merkittävää tiimityön ja opetuksen suunnittelun onnistumisen kannalta. Tiimin kehitys ei ole kuitenkaan lineaarista ja mitattavissa vain yhdellä ulottuvuudella. Tiimin toiminta saattaa samanaikaisesti sekä kehittyä että taantua sen toimintajärjestelmän eri elementtien osalta. – Lectio praecursoria. Merja Kärkkäinen puolusti väitöskirjaansa ”Teams os breakers of traditiona! work practices – A longitudinal study of planning and implementing curriculum units in elementary school teacher teams” Helsingin yliopiston kasvatustieteellisessä tiedekunnassa 20.8.1999 vastaväittäjänä tohtori Terttu Tuomi-Gröhn.

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.

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