Early school adjustment: Do social integration and persistence mediate the effects of school-entry skills on later achievement?

Schmerse, Daniel; Zitzmann, Steffen

doi:10.1016/j.learninstruc.2020.101374

Cited by 8 publications

(13 citation statements)

References 67 publications

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“…Furthermore, research links the better development of social skills to female students [112]. This coincides with another study, where it was found that male students were competing with a greater number of social conflicts, less control of their emotions and motivations, and higher rates of academic failure than their female counterparts [113].…”

Section: Social Skills and Academic Success In Immigrant Studentssupporting

confidence: 77%

Nationality as an Influential Variable with Regard to the Social Skills and Academic Success of Immigrant Students

2021

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This study aims to expand the existing scientific, theoretical and empirical knowledge about the influence of the variables age, gender, nationality and place of residence on the probability of developing social skills that generate social wellbeing, and, in addition, to identify the relationship between the most influential variable and the academic success of immigrant students. We hope that the educational community, in an intercultural context, can benefit from and apply this knowledge to assist immigrant students. In this study, a sample of n = 749 students aged between 12 and 18, of 41 different nationalities, is analyzed using the Social Skills Scale for Young Immigrants (SSSYI). Data analysis is performed with the SPSS and STATA statistical programs. Multiple linear regression (MLR) analyses verify that nationality is the most influential variable. In addition, when calculating the Pearson correlation, high and positive correlations are found between social skills, nationality and students’ grades, with which academic success was measured. In conclusion, we find that students who emigrated from the European continent present better social skills, better social wellbeing and greater academic success.

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Section: Social Skills and Academic Success In Immigrant Studentssupporting

confidence: 77%

Nationality as an Influential Variable with Regard to the Social Skills and Academic Success of Immigrant Students

2021

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“…The robustness of these findings was further corroborated by the fact that the effects remained significant even though age, sex, Indigenous status, family SES, school achievement, peer delinquency, and parental knowledge were controlled. In this study, controlling for school achievement was particularly important given the strong relationship that exists between task persistence and school achievement in this and previous studies (Andersson & Bergman, 2011; Mih & Mih, 2013; Schmerse & Zitzmann, 2021). In fact, school achievement may well be a competency in its own right.…”

Section: Discussionmentioning

confidence: 94%

“…Indigenous status, on the other hand, has been found to correlate significantly with involvement in the juvenile justice system (Cunneen, 2007). School achievement (Schmerse & Zitzmann, 2021; Skinner & Saxton, 2019), peer delinquency (McGloin & Thomas, 2019; Watt et al, 2004), and parental knowledge (Bobakova et al, 2015; Kerr & Stattin, 2000) were included as control variables based on their known associations with delinquency and persistence as well as for their role in early adolescent development (Brown & Larson, 2009; Lahey et al, 2008; Mih & Mih, 2013).…”

Section: Methodsmentioning

confidence: 99%

“…Persisting in a task is therefore essential in completing the task and receiving the benefits conferred by completion. Research indicates that task persistence contributes to academic achievement (Mih & Mih, 2013; Schmerse & Zitzmann, 2021) and correlates inversely with dropping out of school (Fitzpatrick et al, 2015). In one study, early adolescent task persistence predicted educational attainment and occupational success all the way into middle adulthood (Andersson & Bergman, 2011).…”

Section: Task Persistence Academic Performance and Delinquencymentioning

confidence: 99%

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Task persistence as a competency capable of reducing delinquency in early to mid-adolescence

Walters

2023

Journal of Criminology

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In an effort to understand the segment of the juvenile population that seemingly ceases engaging in delinquency during adolescence, the relationship between a performance competency (task persistence) and offending was explored in 3,928 youth (2,005 boys and 1,923 girls) from the Longitudinal Study of Australian Children. Three waves of data, with adjacent time periods separated by two years, were used to test the hypothesis that a change in task persistence would correlate with a change in future delinquency. Given that the two dependent variables in this study (delinquency at Time 2 and delinquency at Time 3) followed a negative binomial distribution, negative binomial regression and binomial logistic regression analyses were performed. Results from both analyses confirmed the hypothesis that a rise in task persistence from Time 1 to Time 2 would predict a decrease in delinquency from Time 1 to Time 2 to Time 3 and that a static measure of task persistence at Time 1 would predict a change in delinquency from Time 1 to Time 2. These results suggest that task persistence may be a competency capable of suppressing delinquency during a developmental period in which delinquency ordinarily rises.

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“…Disruptive behaviors negatively impact the classroom climate (Reaves et al, 2018), teachers' social relationship with the class (Cui, 2022), and peer to peer interactions (Barth et al, 2004). Disruptive behavior in elementary schools poses significant challenges as it hinders learning (Lopez Jimenez et al, 2016;Schmerse and Zitzmann, 2021), creates conflicts among students (Yamasaki and Nishida, 2009;Krause et al, 2021), and disrupts relationships (Horn et al, 2021). It also results in missed instruction and difficulties for teachers in managing behavior and resources, impacting both educators and students.…”

Section: Students' Disruptive Behaviormentioning

confidence: 99%

Tiers 1 and 2 of a German MTSS: impact of a multiple baseline study on elementary school students with disruptive behavior

Nitz,

Hagen,

Krull

et al. 2023

Front. Educ.

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IntroductionThe prevalence of disruptive behavior is increasing worldwide, affecting the learning process and classroom climate, teacher–student relationships, and peer interactions. Disruptive behavior in childhood can have detrimental effects on a child’s long-term growth and may predict similar behavior in adolescence and adulthood. Thus, it is not only contemporary education and school research that are concerned with addressing the issues of teacher workload reduction and improvement of students’ learning environment, but it is also a socially relevant issue. The Multi-tiered Systems of Supports (MTSS) effectively mitigates some of these challenges in the education system and is recognized as a successful framework.MethodsTherefore, this single-case study examined the first two tiers of an MTSS developed in Germany (Multimo) to determine the impact of its implementation on 32 students with disruptive behavior. The first hypothesis propose that the implementation of Tier 1 can effectively decrease disruptive behavior among all students and the second one that assigning students to Tier 2 can provide an additional reduction in disruptive behavior. Data analysis included multilevel analyses with piecewise-multilevel models and the overlap index, the Nonoverlap of All Pairs, based on teachers’ direct behavior rating. All analyses focused exclusively on the outcome variable of disruptive behavior, which was estimated based on teachers’ daily behavior ratings.ResultsThe results of the study showed a significant reduction of disruptive behavior in elementary school students at Tier 1. Disruptive behavior decreased at Tier 2 as well but did not show a significant change compared with Tier 1.DiscussionThe study concludes that in the context of an MTSS, the Good Behavior Game and Daily Behavior Report Card can be used together.

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Early school adjustment: Do social integration and persistence mediate the effects of school-entry skills on later achievement?

Cited by 8 publications

References 67 publications

Nationality as an Influential Variable with Regard to the Social Skills and Academic Success of Immigrant Students

Nationality as an Influential Variable with Regard to the Social Skills and Academic Success of Immigrant Students

Task persistence as a competency capable of reducing delinquency in early to mid-adolescence

Tiers 1 and 2 of a German MTSS: impact of a multiple baseline study on elementary school students with disruptive behavior

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