The Structure of Achievement and Behavior across Middle Childhood
This research used data from the National Longitudinal Survey of Youth (NLSY) to describe and model developmental trajectories across middle childhood. Our sample consisted of approximately 1,000 children of NLSY women who were aged 6 to 7 years in either 1986 or 1988. Assessments of PIAT math and r...
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Veröffentlicht in: | Child development 1999-07, Vol.70 (4), p.930-943 |
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description | This research used data from the National Longitudinal Survey of Youth (NLSY) to describe and model developmental trajectories across middle childhood. Our sample consisted of approximately 1,000 children of NLSY women who were aged 6 to 7 years in either 1986 or 1988. Assessments of PIAT math and reading scores and the mother-reported Behavior Problem Index in 1986, 1988, 1990, and 1992 provided data for middle-child trajectories of children aged 6 to 7 in 1986. Assessments in 1988, 1990, 1992, and 1994 provided data for children aged 6 to 7 in 1988. We used the raw score form of these data to estimate LISREL-based models of their autoregressive structure. As with other samples, average math and reading achievement trajectories were parabolic for NLSY children, with scores increasing at a decreasing rate over this period. Average behavior-problem trajectories were flat. Behind these average shapes was extreme diversity in level (and in some cases, slopes), of individual trajectories and a pronounced tendency for above average changes between two adjacent assessments to be followed by opposite-signed changes in the subsequent period. Estimates from our structural models showed great heterogeneity in the average level of achievement and behavior for all three outcomes and heterogeneous slopes for reading scores as well. Boys but not girls were found to have heterogeneous slopes for math and behavior problems, whereas girls but not boys showed a significantly higher degree of persistence if "shocked" off of their expected trajectories. |
doi_str_mv | 10.1111/1467-8624.00067 |
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Our sample consisted of approximately 1,000 children of NLSY women who were aged 6 to 7 years in either 1986 or 1988. Assessments of PIAT math and reading scores and the mother-reported Behavior Problem Index in 1986, 1988, 1990, and 1992 provided data for middle-child trajectories of children aged 6 to 7 in 1986. Assessments in 1988, 1990, 1992, and 1994 provided data for children aged 6 to 7 in 1988. We used the raw score form of these data to estimate LISREL-based models of their autoregressive structure. As with other samples, average math and reading achievement trajectories were parabolic for NLSY children, with scores increasing at a decreasing rate over this period. Average behavior-problem trajectories were flat. Behind these average shapes was extreme diversity in level (and in some cases, slopes), of individual trajectories and a pronounced tendency for above average changes between two adjacent assessments to be followed by opposite-signed changes in the subsequent period. Estimates from our structural models showed great heterogeneity in the average level of achievement and behavior for all three outcomes and heterogeneous slopes for reading scores as well. Boys but not girls were found to have heterogeneous slopes for math and behavior problems, whereas girls but not boys showed a significantly higher degree of persistence if "shocked" off of their expected trajectories.</description><identifier>ISSN: 0009-3920</identifier><identifier>EISSN: 1467-8624</identifier><identifier>DOI: 10.1111/1467-8624.00067</identifier><identifier>CODEN: CHDEAW</identifier><language>eng</language><publisher>Boston, USA and Oxford, UK: Blackwell Publishers Inc</publisher><subject>Academic Achievement ; Achievement tests ; Arithmetic mean ; Behavior ; Behavior Problems ; Behavioural problems ; Biological and medical sciences ; Child Behavior ; Child development ; Child growth ; Childhood ; Children ; Educational psychology ; Elementary Education ; Elementary School Students ; Fundamental and applied biological sciences. Psychology ; Gender differences ; Individual Development ; Longitudinal Studies ; Mathematics Achievement ; Mothers ; National Longitudinal Survey of Youth ; Personality and Social Development ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Reading Achievement ; Sex Differences ; Statistical variance ; Time course ; Trajectories ; USA</subject><ispartof>Child development, 1999-07, Vol.70 (4), p.930-943</ispartof><rights>Copyright 1999 The Society for Research in Child Development, Inc.</rights><rights>1999 INIST-CNRS</rights><rights>Copyright Blackwell Publishers Inc. 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Our sample consisted of approximately 1,000 children of NLSY women who were aged 6 to 7 years in either 1986 or 1988. Assessments of PIAT math and reading scores and the mother-reported Behavior Problem Index in 1986, 1988, 1990, and 1992 provided data for middle-child trajectories of children aged 6 to 7 in 1986. Assessments in 1988, 1990, 1992, and 1994 provided data for children aged 6 to 7 in 1988. We used the raw score form of these data to estimate LISREL-based models of their autoregressive structure. As with other samples, average math and reading achievement trajectories were parabolic for NLSY children, with scores increasing at a decreasing rate over this period. Average behavior-problem trajectories were flat. Behind these average shapes was extreme diversity in level (and in some cases, slopes), of individual trajectories and a pronounced tendency for above average changes between two adjacent assessments to be followed by opposite-signed changes in the subsequent period. Estimates from our structural models showed great heterogeneity in the average level of achievement and behavior for all three outcomes and heterogeneous slopes for reading scores as well. Boys but not girls were found to have heterogeneous slopes for math and behavior problems, whereas girls but not boys showed a significantly higher degree of persistence if "shocked" off of their expected trajectories.</description><subject>Academic Achievement</subject><subject>Achievement tests</subject><subject>Arithmetic mean</subject><subject>Behavior</subject><subject>Behavior Problems</subject><subject>Behavioural problems</subject><subject>Biological and medical sciences</subject><subject>Child Behavior</subject><subject>Child development</subject><subject>Child growth</subject><subject>Childhood</subject><subject>Children</subject><subject>Educational psychology</subject><subject>Elementary Education</subject><subject>Elementary School Students</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Gender differences</subject><subject>Individual Development</subject><subject>Longitudinal Studies</subject><subject>Mathematics Achievement</subject><subject>Mothers</subject><subject>National Longitudinal Survey of Youth</subject><subject>Personality and Social Development</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Reading Achievement</subject><subject>Sex Differences</subject><subject>Statistical variance</subject><subject>Time course</subject><subject>Trajectories</subject><subject>USA</subject><issn>0009-3920</issn><issn>1467-8624</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1999</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><sourceid>7QJ</sourceid><recordid>eNqFkM9v0zAUxy0EEmVw5sIhAsQtm3_Fjo-llA7UwYFRJi6W47woLmk87GSw_x53qToJCeGDLfv7-b7n90XoOcGnJK0zwoXMS0H5KcZYyAdodnx5iGbpTeVMUfwYPYlxm65UKDZD88sWsi9DGO0wBsh8k81t6-AGdtAPmenr7C205sb5kBkbfIzZhavrDrJF67q69b5-ih41povw7HCeoK_vl5eL83z9efVhMV_nlkslcytkgzmIomKFUYpyUJUsK6iorCvWSExLCZjyEgtTsIJXhNk0B1fAZdotO0FvprrXwf8cIQ5656KFrjM9-DHqImGM8yKBL_8Ct34MffqbJqoUshSCJejVPyHBOJaEYJyos4m6Gz1Ao6-D25lwqwnW-9T1PmO9z1jfpZ4crw91TbSma4LprYv3tlJiIknCXkwYBGeP6vJjodIYIsl8kn-5Dm7_11Qv3i03U_ND1W0cfLi3EUZpQZOcT7KLA_w-yib80MksC_3t00qfb76vri7WV3rD_gAMMK6h</recordid><startdate>199907</startdate><enddate>199907</enddate><creator>Kowaleski-Jones, Lori</creator><creator>Duncan, Greg J.</creator><general>Blackwell Publishers Inc</general><general>Blackwell Publishers</general><general>Blackwell</general><general>University of Chicago Press for the Society for Research in Child Development, etc</general><general>Blackwell Publishing Ltd</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>FIXVA</scope><scope>FKUCP</scope><scope>IOIBA</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7QJ</scope><scope>7TK</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>U9A</scope></search><sort><creationdate>199907</creationdate><title>The Structure of Achievement and Behavior across Middle Childhood</title><author>Kowaleski-Jones, Lori ; Duncan, Greg J.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4797-c67f04e65b35a9924e9b78beb27db3f70287e024806a5354b13c00649e47649c3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1999</creationdate><topic>Academic Achievement</topic><topic>Achievement tests</topic><topic>Arithmetic mean</topic><topic>Behavior</topic><topic>Behavior Problems</topic><topic>Behavioural problems</topic><topic>Biological and medical sciences</topic><topic>Child Behavior</topic><topic>Child development</topic><topic>Child growth</topic><topic>Childhood</topic><topic>Children</topic><topic>Educational psychology</topic><topic>Elementary Education</topic><topic>Elementary School Students</topic><topic>Fundamental and applied biological sciences. 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Our sample consisted of approximately 1,000 children of NLSY women who were aged 6 to 7 years in either 1986 or 1988. Assessments of PIAT math and reading scores and the mother-reported Behavior Problem Index in 1986, 1988, 1990, and 1992 provided data for middle-child trajectories of children aged 6 to 7 in 1986. Assessments in 1988, 1990, 1992, and 1994 provided data for children aged 6 to 7 in 1988. We used the raw score form of these data to estimate LISREL-based models of their autoregressive structure. As with other samples, average math and reading achievement trajectories were parabolic for NLSY children, with scores increasing at a decreasing rate over this period. Average behavior-problem trajectories were flat. Behind these average shapes was extreme diversity in level (and in some cases, slopes), of individual trajectories and a pronounced tendency for above average changes between two adjacent assessments to be followed by opposite-signed changes in the subsequent period. Estimates from our structural models showed great heterogeneity in the average level of achievement and behavior for all three outcomes and heterogeneous slopes for reading scores as well. Boys but not girls were found to have heterogeneous slopes for math and behavior problems, whereas girls but not boys showed a significantly higher degree of persistence if "shocked" off of their expected trajectories.</abstract><cop>Boston, USA and Oxford, UK</cop><pub>Blackwell Publishers Inc</pub><doi>10.1111/1467-8624.00067</doi><tpages>14</tpages></addata></record> |
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source | Applied Social Sciences Index & Abstracts (ASSIA); Jstor Complete Legacy; Education Source; Wiley Online Library Journals Frontfile Complete; Periodicals Index Online |
subjects | Academic Achievement Achievement tests Arithmetic mean Behavior Behavior Problems Behavioural problems Biological and medical sciences Child Behavior Child development Child growth Childhood Children Educational psychology Elementary Education Elementary School Students Fundamental and applied biological sciences. Psychology Gender differences Individual Development Longitudinal Studies Mathematics Achievement Mothers National Longitudinal Survey of Youth Personality and Social Development Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Reading Achievement Sex Differences Statistical variance Time course Trajectories USA |
title | The Structure of Achievement and Behavior across Middle Childhood |
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