The Bidirectional Relationship Between Academic Competence and Problem Behavior at School Entry
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Date
2021-11-23
Authors
Wilson, Danielle
Journal Title
Journal ISSN
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Publisher
University of Oregon
Abstract
The primary purpose of this study was to explore the bidirectional influence of student academic competence and student problem behavior during the early elementary school years. The study used data from the Kindergarten Study, including a sample of 321 early elementary school students from the Pacific Northwest. Using a cross-lagged structural equation model, we addressed two main study questions: (a) does early academic competence influence future student problem behavior and (b) is early student problem behavior in kindergarten significantly associated with future academic competence in second grade? The results suggest that high academic competence in kindergarten is associated with higher levels of problem behavior in second grade, and that kindergarten problem behavior was negatively associated with teacher perception of academic competence in second grade.