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Direct linkSharon Faur; Olivia Valdes; Frank Vitaro; Mara Brendgen; Michel Boivin; Brett Laursen – Child Development, 2024
According to the failure model (Patterson & Capaldi, 1990), peer rejection is the intermediary link between problem behaviors and internalizing symptoms. The present study tested the model with 464 monozygotic and same-sex dizygotic twin pairs (234 female, 230 male dyads). Teacher-reported reactive aggression and internalizing symptoms, and…
Descriptors: Symptoms (Individual Disorders), Genetics, Aggression, Rejection (Psychology)
Sebastian Bergold; Ricarda Steinmayr – Child Development, 2024
Based on investment theories and guided by Mussel's (2013) intellect model, the present study investigated reciprocal relations over 1 year (2021-2022) between investment traits (need for cognition, achievement motives, epistemic curiosity) and fluid and crystallized cognitive abilities in 565 German elementary school children (298 girls;…
Descriptors: Personality Traits, Cognitive Ability, Elementary School Students, Student Motivation
Kathryn Christine Beck; Helene Lie Røhr; Bjørn-Atle Reme; Martin Flatø – Child Development, 2024
This study used rich individual-level registry data covering the entire Norwegian population to identify students aged 17-21 who either failed a high-stakes exit exam or who received the lowest passing grade from 2006 to 2018. Propensity score matching on high-quality observed characteristics was utilized to allow meaningful comparisons (N =…
Descriptors: Foreign Countries, High Stakes Tests, Late Adolescents, Academic Failure
Beiming Yang; Zexi Zhou; Varun Devakonda; Bin-Bin Chen; Yang Qu – Child Development, 2025
Using three-wave longitudinal data of 554 Chinese youth (mean age = 13.35 years; 50% girls; T1 = July 2020, T2 = January 2021, T3 = July 2021), this study examined how youth's views of teens regarding family obligation predict their academic functioning and relationship with parents, with attention to the mediating role of youth's sense of…
Descriptors: Foreign Countries, Family Environment, Responsibility, Academic Achievement
Amadon, Sara; Gormley, William T.; Claessens, Amy; Magnuson, Katherine; Hummel-Price, Douglas; Romm, Katelyn – Child Development, 2022
Early childhood education contributes to improved school readiness but impacts on high school remain unclear. This study estimates the effects of Tulsa, Oklahoma's universal pre-K and Head Start programs through the junior year of high school (in 2018/2019; N = 2902; M[subscript age] = 16.52, SD = 0.39; 48% female; 28% white, 34% Black, 27%…
Descriptors: Early Childhood Education, Outcomes of Education, Secondary Education, High School Students
