Trajectories of anxiety during elementary-school years and the prediction of high school noncompletion
Trajectories of anxiety during elementary-school years and the prediction of high school noncompletion
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DOI：
10.1007/s10964-007-9224-0
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发表时间：
2008-10-01
影响因子：
4.9
通讯作者：
Tremblay, Richard E.
中科院分区：
文献类型：
--
作者：
Duchesne, Stephane;Vitaro, Frank;Tremblay, Richard E.
关于焦虑对学业成绩的影响，之前的研究结果喜忧参半。在这一研究的基础上，本纵向研究追求两个目标。第一个目标是描述小学时期的焦虑轨迹。第二个目标是确定这些轨迹在控制了个人(即性别、课堂行为和学业成就)和家庭(即社会和家庭逆境)特征后对高中未完成学业的预测价值。社区抽样的1817名儿童(887名男孩，930名女孩)参与了这项研究。结果表明，从幼儿园到六年级，不同类别儿童的焦虑水平有波动的趋势。此外，Logistic回归分析的结果表明，焦虑的群体成员可以预测20岁之前的高中未完成学业。总的来说，这些发现表明，考虑小学时期焦虑的不同发展模式，对于预测诸如高中未完成学业这样的重要结果似乎是非常有用的。
Previous research has provided mixed results regarding the effect of anxiety on academic achievement. Building on this body of research, the present longitudinal study pursued two goals. The first goal was to describe trajectories of anxiety during elementary-school years. The second goal was to determine the predictive value of these trajectories on high school noncompletion after controlling for personal (i.e., gender, classroom behaviors, and academic achievement) and familial (i.e., sociofamilial adversity) characteristics. A community sample of 1,817 children (887 boys, 930 girls) participated in this study. Results showed that anxiety tended to fluctuate from kindergarten to Grade 6 for different groups of children. Furthermore, the result of a logistic regression analysis indicated that group membership for anxiety predicted high school noncompletion by age 20. As a whole, these findings suggest that considering heterogeneous developmental patterns of anxiety during elementary-school years appears quite useful for predicting an important outcome such as high school noncompletion.