{"title":"Longitudinal study of children’s aggressive behavior, and it’s relations to individual and contextual factors","authors":"Õnne Uus, Eve Kikas","doi":"10.1080/21683603.2021.1934207","DOIUrl":null,"url":null,"abstract":"ABSTRACT Self-regulation forms the rudiments for children’s academic achievement and socialization. Although one’s executive control and verbal skills are needed in both of the core aspects for academic performance: processing to regulate one’s own learning and behavior, young students’ cognitive capacity for that is still immature influencing the “right response” execution. This longitudinal study investigates children’s deviant self-regulation, aggression, in two reciprocal relations: (1) individual cognitive factors (2) classroom-contextual factors. Results show the persistence of aggression over time; in aggressive students also lower verbal and executive function skills in Grade 6, while no classroom-contextual relations were detected. This indicates the need to identify as early as possible the pupils performing poorly in cognitive tasks in order to implement specific scaffold-interventions to enhance their processing skills – fundamental for efficient executive control. By doing so, we can prevent possible later complications and improve those pupils’ basic functions early on to regulate their learning and execute appropriate behavior. Human cognition is an entire and interdependent system enabled by our undivided mental mechanism needed for making relevant conclusions as well as shaping appropriate behavior to become a responsibly thinking and dignified member of society.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1934207","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2021.1934207","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT Self-regulation forms the rudiments for children’s academic achievement and socialization. Although one’s executive control and verbal skills are needed in both of the core aspects for academic performance: processing to regulate one’s own learning and behavior, young students’ cognitive capacity for that is still immature influencing the “right response” execution. This longitudinal study investigates children’s deviant self-regulation, aggression, in two reciprocal relations: (1) individual cognitive factors (2) classroom-contextual factors. Results show the persistence of aggression over time; in aggressive students also lower verbal and executive function skills in Grade 6, while no classroom-contextual relations were detected. This indicates the need to identify as early as possible the pupils performing poorly in cognitive tasks in order to implement specific scaffold-interventions to enhance their processing skills – fundamental for efficient executive control. By doing so, we can prevent possible later complications and improve those pupils’ basic functions early on to regulate their learning and execute appropriate behavior. Human cognition is an entire and interdependent system enabled by our undivided mental mechanism needed for making relevant conclusions as well as shaping appropriate behavior to become a responsibly thinking and dignified member of society.
期刊介绍:
The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.