Student misbehavior is a pervasive problem and may seriously affect academic achievement. Previous research hints at different effects depending on whether achievement tests or achievement judgments are used as academic outcomes. Previous research also indicates that low achievement can conversely contribute to problem behavior and that low self-esteem-maybe as a consequence of low achievement-is a further source of problem behavior during adolescence. The purpose of this 3-wave longitudinal study was to investigate the complex interplay of externalizing problem behavior, selfesteem, and academic achievement as measured by teacher-given grades and standardized tests in reading comprehension and mathematics. Participants were N ϭ 1,045 junior high school students followed from Grade 5 to Grade 9. Results of structural equation models were fairly consistent across both domains. The findings imply that externalizing problems are reflected in teacher-given grades more than in standardized achievement tests. Furthermore, worse grades were found to have unique detrimental effects on increased future externalizing problem behavior repeatedly over time and across domains. The reciprocal effects between externalizing problems and school grades tend to lead into a downward spiral. Selfesteem negatively affected externalizing problems in earlier grades and served as a partial mediator between school grades and subsequent externalizing problem behavior. The implications for educational practice and future research are discussed.
This study examined the effect of students' externalizing problems on changes in values that they attach to math across the transition from primary to lower secondary school. Data pertaining to externalizing problems and to intrinsic, attainment, and utility values in math were gathered using the self-ratings of students in Grades 6 and 7. The analysis involved a comparison between students who reported persistent high externalizing problems before and after the transition (n =63; 59% boys) and those who had low or non-existent externalizing problems before and after the transition (n =1,352; 50% boys). The results of a mixed-design analysis of covariance (ANCOVA) showed uniformly that students with high externalizing problems had lower intrinsic, attainment, and utility values in math than students with low or no externalizing problems. As the students progressed across the lower secondary transition, the attainment value in math showed a steeper decreasing trend in students with high levels of externalizing problems compared to the declining trajectory of students without such problems. We also found that the utility value decreased across transition, but the declining trend was steeper for students manifesting a high level of externalizing problems, particularly for boys. Overall, the results provide a better understanding of developmental trajectories of achievement values during the transition from primary to lower secondary school. Declining trends in achievement values are pronounced among students with a high level of externalizing problems, and boys with such problems are the most vulnerable group of students.
ZusammenfassungPositive Einstellungen und hohe Selbstwirksamkeitsüberzeugungen der Lehrkräfte gelten als zentrale Gelingensbedingungen schulischer Inklusion. Dieser Beitrag geht der Frage nach, ob Einstellungen und Selbstwirksamkeitsüberzeugungen bezüglich inklusiven Unterrichts mit Grundlagenkenntnissen über schulische Inklusion sowie mit inklusionsbezogenen Kontakterfahrungen zusammenhängen. Die Stichprobe umfasst Lehramtsstudierende weiterführender Schulen im ersten (n = 197) und im dritten Studienjahr (n = 279). Die Ergebnisse weisen darauf hin, dass die Einstellungen und Selbstwirksamkeitsüberzeugungen von Studierenden am Anfang und in der Mitte des Studiums neutral bis tendenziell positiv ausgeprägt sind. Zudem zeigen sich in der Subgruppe der fortgeschrittenen Studierenden die persönlichen Kontakterfahrungen als bedeutsam für die Höhe der Einstellungen und die selbsteingeschätzten Grundlagenkenntnisse als bedeutsam für die Höhe der Selbstwirksamkeitsüberzeugungen. Aus den Ergebnissen können Impulse für die Lehrkräftebildung generiert werden, da leicht veränderbare Faktoren – Kontakterfahrungen mit Inklusion und Grundlagenkenntnisse über Inklusion in der Schule – identifiziert wurden, die für die Ausprägung von inklusionsbezogenen Einstellungen und Selbstwirksamkeitsüberzeugungen relevant sind.
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