Developmental Trajectories of Academic Achievement in Chinese Children:   Contributions of Early Social-Behavioral Functioning

doi:10.1037/edu0000100

CORC > 北京大学 > 心理与认知科学学院

	Developmental Trajectories of Academic Achievement in Chinese Children: Contributions of Early Social-Behavioral Functioning
	Fu, Rui ; Chen, Xinyin ; Wang, Li ; Yang, Fan
刊名	JOURNAL OF EDUCATIONAL PSYCHOLOGY
	2016
关键词	academic achievement adjustment developmental trajectories SHYNESS-SENSITIVITY MIDDLE CHILDHOOD PSYCHOLOGICAL ADJUSTMENT INTERNALIZING PROBLEMS EXTERNALIZING PROBLEMS AMERICAN ADOLESCENTS PREDICTIVE RELATIONS PEER ACCEPTANCE MIXTURE-MODELS SCHOOL
DOI	10.1037/edu0000100
英文摘要	This study explored the developmental trajectories of academic achievement and the contributions of early social behaviors and problems to these trajectories in Chinese children. Data were collected each year in 5 consecutive years from a sample of elementary schoolchildren in China (initially N = 1,146, 609 boys, initial M age = 8.33 years). Four distinct academic achievement trajectories were identified: low-stable, high/moderate-decreasing, high-increasing, and high-stable. Children high on sociability and low on externalizing behaviors and girls were more likely to be classified in the higher academic achievement trajectories. Initial higher levels of social competence were associated with lower decreasing rates of academic achievement within the high/moderate-decreasing trajectory. Initial lower levels of shyness and fewer externalizing behaviors predicted higher growth rates within the high-increasing trajectory. In addition, within the low-stable trajectory, children initially low on shyness and high on social-behavioral problems remained poor in academic achievement over time. The results suggest the significance of social-behavioral functioning in predicting the distinctive trajectories of academic achievement in Chinese children.; Social Sciences and Humanities Research Council of Canada; National Science Foundation [BCS-1225620]; National Natural Science Foundation of China [31271103]; SSCI; ARTICLE; ruif@gse.upenn.edu; xinyin@gse.upenn.edu; 7; 1001-1012; 108
语种	英语
内容类型	期刊论文
源URL	[http://ir.pku.edu.cn/handle/20.500.11897/459357]
专题	心理与认知科学学院
推荐引用方式 GB/T 7714	Fu, Rui,Chen, Xinyin,Wang, Li,et al. Developmental Trajectories of Academic Achievement in Chinese Children: Contributions of Early Social-Behavioral Functioning[J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY,2016.
APA	Fu, Rui,Chen, Xinyin,Wang, Li,&Yang, Fan.(2016).Developmental Trajectories of Academic Achievement in Chinese Children: Contributions of Early Social-Behavioral Functioning.JOURNAL OF EDUCATIONAL PSYCHOLOGY.
MLA	Fu, Rui,et al."Developmental Trajectories of Academic Achievement in Chinese Children: Contributions of Early Social-Behavioral Functioning".JOURNAL OF EDUCATIONAL PSYCHOLOGY (2016).