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Direct linkZhang, Linlin; Eggum-Wilkens, Natalie D.; Eisenberg, Nancy; Spinrad, Tracy L. – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2017
In this two-wave longitudinal study, concurrent and longitudinal relations among teacher-reported shyness, peer acceptance, and academic achievement were examined (Ns = 162 and 155; and Ms[subscript age] = 6.09 and 7.07 years). Concurrently, at both times, shyness was negatively related to peer acceptance and academic achievement, and peer…
Descriptors: Shyness, Peer Acceptance, Academic Achievement, Longitudinal Studies
Santo, Jonathan Bruce; Bukowski, William M.; Stella-Lopez, Luz; Carmago, Gina; Mayman, Shari B.; Adams, Ryan E. – Journal of Research on Adolescence, 2013
Multilevel modeling was used to examine contextual variations in the structure of the "self" in a sample of 918 lower- and upper-middle class early adolescents (M age = 10.37 years, SD = 1.19) from a "majority" cultural context (i.e., Barranquilla in the Caribbean region of Colombia) and a "nonmajority" context (i.e.,…
Descriptors: Hierarchical Linear Modeling, Early Adolescents, Self Concept, Middle Class
Kaplan Toren, Nurit – Psychology in the Schools, 2013
Drawing on early research on parental involvement and its effect on children's school functioning, it was hypothesized in this study that parents' educational involvement is positively related to two indicators of school functioning: academic self-competence and academic achievement. However, in light of research on the distinction between…
Descriptors: Parent Participation, Academic Achievement, Self Evaluation (Individuals), Self Concept
