School grades as predictors of self-esteem and changes in internalizing problems : A longitudinal study from fourth through seventh grade
Metsäpelto, R.-L., Zimmermann, F., Pakarinen, E., Poikkeus, A.-M., & Lerkkanen, M.-K. (2020). School grades as predictors of self-esteem and changes in internalizing problems : A longitudinal study from fourth through seventh grade. Learning and Individual Differences, 77, Article 101807. https://doi.org/10.1016/j.lindif.2019.101807
Published inLearning and Individual Differences
DisciplineEsi- ja alkuopetusKasvatustiedeKasvatuspsykologiaOpettajien koulutuksen tutkimus (opetus, oppiminen, opettajuus, oppimispolut, koulutus)Pre- and Early Childhood EducationEducationKasvatuspsykologiaTeacher education research (teaching, learning, teacher, learning paths, education)
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© 2019 Elsevier Inc.
This longitudinal study of 562 students (from ages 10 to 13) investigated whether developmental changes in internalizing problems (emotional and peer problems) can be predicted by school grades in mathematics and language arts and whether these predictive relations are mediated by students' self-esteem. The data comprised of teacher-rated internalizing problems, grades in math and language arts, and student self-ratings of self-esteem. The latent change score modeling indicated that math grades positively predicted self-esteem. Furthermore, lower self-esteem was related to an increase in internalizing and emotional problems in the total sample, and to an increase in peer problems in boys. The indirect effect of poorer math grades, via lower self-esteem, on increases in internalizing and emotional problems was significant. The sample included an overrepresentation of children at risk of reading difficulty, but the tested models did not differ between at-risk and not-at-risk children. Overall, the findings revealed that low math grades contribute negatively to students' global self-esteem and predict an increase in internalizing problems in early adolescence. ...
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Related funder(s)Academy of Finland
Funding program(s)Academy Project, AoF; Research profiles, AoF; Postdoctoral Researcher, AoF
Additional information about fundingThis work was supported by Academy of Finland (Nr. 268586, Nr. 292466, Nr. 277299).
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