学龄儿童的外化行为与学习成绩之间的相互关系:纵向研究的元分析

IF 10.1 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Educational Psychology Review Pub Date : 2024-10-14 DOI:10.1007/s10648-024-09955-1
Shixu Yan, Zhiyi Liu, Peng Peng, Ni Yan
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引用次数: 0

摘要

外化行为和学习成绩低下是学龄儿童发展过程中面临的主要挑战,随着时间的推移,这两个领域有可能相互影响,导致结果恶化。然而,以往的研究对外化行为和学习成绩之间的方向性途径得出的结论并不一致。此外,影响这些预测路径的调节因素仍不明确。为了澄清这些关系,本研究对外化行为与学业成绩之间的纵向预测关系进行了荟萃分析,纳入了 70 项独立研究中 124,695 名无临床诊断行为问题或学习障碍的学生的数据。研究结果显示,外化行为与学业成绩之间存在双向预测关系,外化行为与学业成绩路径(r = -.082, p <.001)和反向路径(r = -.076, p <.001)的效应大小相当。调节分析表明,与注意力不集中有关的行为、较短的时间间隔和较少的白人参与者加强了外化行为对学习成绩的预测作用。特别是,随着儿童年龄的增长,时间间隔的调节作用会更强。在学业成绩导致外化行为的途径中,注意力不集中相关行为、教师报告的外化行为、识字相关成绩和平均学分绩点/等级被认为是导致学业成绩对外化行为的纵向预测效应增强的因素。总之,外化行为与学业成绩之间的负循环可能受到各种因素的影响,这为干预和预防提供了有针对性的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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The Reciprocal Relations between Externalizing Behaviors and Academic Performance among School-aged Children: A Meta-Analysis of Longitudinal Studies

Externalizing behavior and low academic performance present key developmental challenges for school-age children, with the potential for these domains to predict each other over time, leading to worsened outcomes. Yet, previous studies have yielded inconsistent conclusions about the directional pathways between externalizing behaviors and academic performance. Moreover, the moderating factors influencing these predictive pathways remain unclear. To clarify these relations, The current study conducted a meta-analysis on the longitudinal predictive relation between externalizing behaviors and academic performance, incorporating data from 124,695 students without clinically diagnosed behavioral problems or learning disabilities across 70 independent studies. The results revealed a bidirectional predictive relation between externalizing behaviors and academic performance, with comparable effect sizes for both the externalizing behavior to academic performance pathway (r = -.082, p < .001) and the reverse pathway (r = -.076, p < .001). Moderation analysis revealed that inattention-related behavior, shorter time intervals, and fewer white participants strengthen the predictive effect of externalizing behaviors on academic performance. In particular, as child age increases, the moderating effect of time interval is even stronger. For the academic performance leading to externalizing behavior pathway, inattention-related behavior, teacher-reported externalizing behavior, literacy-related performance, and GPA/grades were identified as factors contributing to an augmentation in the longitudinal predictive effect of academic performance on externalizing behaviors. Overall, the negative cycle between externalizing behavior and academic performance may be influenced by various factors, providing targeted recommendations for intervention and prevention.

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来源期刊
Educational Psychology Review
Educational Psychology Review PSYCHOLOGY, EDUCATIONAL-
CiteScore
15.70
自引率
3.00%
发文量
62
期刊介绍: Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.
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