Aggression, social competence, and academic achievement in Chinese children: A 5-year longitudinal study

Abstract

The 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.

An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

“…This study was looking at two factors of social integration in Tinto's SIM and has introduced the Student Online Learning Readiness (SOLR) conceptual model with the purpose of extending Tinto's social integration to an online learning environment. The significant influences of social competencies (Chen et al, 2010;Parker et al, 2006;Williams, 2003), communication competencies (Betermieux & Heuel, 2009;Dabbagh, 2007;Dabbagh & Bannan-Ritland, 2005;Volery & Lord, 2000;Williams, 2003), and technical competencies (Osika & Sharp, 2002;Selim, 2007;Watulak, 2012;Whale, 2006) have been verified by previous research. Therefore, it is now found to be possible to measure the levels of learners' social, communication, and technical competencies through use of the Student Online Learning Readiness (SOLR) instrument before the learners take an online course.…”

“…Gabriel et al (2009) described social competencies as the ability "to continually develop and share ideas, promote their own position against contrary opinions and compromise despite linguistic and cultural barriers" (p. 1251). Even though researchers have used different terms to refer to social competencies, in many studies researchers have concluded that positive relationships between social competencies and academic achievement do exist (Anderson & Messick, 1974;Chen et al, 2010;Dalley, Bolocofsky, & Karlin, 1994;Tan et al, 2010).…”

“…First, the importance of social competencies for distance learners' academic achievement has been supported (Chen et al, 2010;Parker et al, 2006;Williams, 2003). Cho and Jonassen (2009) found that there is a significant correlation between success in online learning environments and the student's social competencies in interacting with his or her instructor and peers in online courses.…”

Ready or not: Kindergarten classroom engagement as an indicator of child school readiness

“…Poorly regulated disruptive children are also more likely to undermine group functioning, experience social rejection, and develop poor academic motivation (Ladd, Birch & Buhs, 1999;Chen, Huang, Chang, Wang & Li, 2010;Vitaro, Brendgen, Larose & Tremblay, 2005). By contrast, the cognitive control skills that underlie children's ability to remain engaged in the classroom are likely to contribute to positive psychosocial adjustment.…”

"Eu posso resolver problemas" e oficinas de linguagem: intervenções para queixa escolar

“…Estudos recentes têm demonstrado que a predição não segue um modelo causal, mas antes um modelo de influências transacionais, definidas como relações longitudinais intrapessoais recíprocas entre domínios do funcionamento adaptativo (Bornstein et al, 2010). Trajetórias de desenvolvimento com influências entre domínios foram identificadas para habilidades sociais e desempenho acadêmico (Chen et al, 2010), habilidades sociais e problemas de comportamento (Burt & Roisman, 2010;Van Lier & Koot, 2010), desempenho e problemas de comportamento (Moilanen, Shaw, & Maxwell, 2010).…”