The Bidirectional Relationship Between Academic Competence and Problem Behavior at School Entry

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dc.contributor.advisorStormshak, Beth
dc.contributor.authorWilson, Danielle
dc.date.accessioned2021-11-23T15:05:24Z
dc.date.available2021-11-23T15:05:24Z
dc.date.issued2021-11-23
dc.description.abstractThe 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.en_US
dc.identifier.urihttps://hdl.handle.net/1794/26834
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.titleThe Bidirectional Relationship Between Academic Competence and Problem Behavior at School Entry
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Counseling Psychology and Human Services
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.namePh.D.

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