Next, high social problems scores on the SDQ were linked to worse performance in math and German in secondary schools, thus establishing a connection between problems and academic achievement. This was in keeping with the bidirectional feedback model, indicating that such problems affect academic performance, which can then spawn additional problems, creating a feedback loop. Through development in the primary school level, problem scores on the SDQ were increased, while prosocial behavior decreased. This establishes not only a validation of the structure of the SDQ, but also external comparisons. In the three included articles, longitudinal changes in SDQ performance are examined, and the SDQ is connected to student performance (i.e., grades and competency) and the Perception of Inclusion Questionnaire (PIQ). In doing so, the factor structure of the SDQ was found sufficiently similar to established 5- and 3- factor models. This dissertation examines the Strengths and Difficulties Questionnaire (SDQ) in German classrooms. Extraversion negatively predicted academic achievement across one year in junior high school.įindings supported the view of PB as a strength and a key resource for adolescents' academic attainment. Overall, hierarchical regression analysis indicated in both studies PB and Openness significantly predicted better grades in the short-term and over time despite the high stability of grades across five years. Study 2 examined the prediction by 927 (52% girls) 8th graders' PB of academic achievement 5 years later, at the end of senior high school, taking into account the stability of grades, personality traits, and socio-structural variables. Study 1 examined on 165 adolescents (48.5% boys) the prediction by peer-reported PB in 7th grade of academic achievement at the end of junior high school, after controlling for the above variables. The goal of our study was to examine the contribution of adolescents' PB for middle and senior high school grades after controlling for stability of achievement and for intelligence, Big Five traits, and socio-demographic variables (i.e., sex and SES). Researchers have demonstrated the prediction of academic functioning by children's prosocial behavior (PB).
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