Gender-specific trajectories of academic achievement in Chinese elementary school students: Relations with life satisfaction trajectories and suicidal ideation trajectories

被引：8

作者：

Tian, Lili ^{[1
]}

Li, Xiaoyu ^{[1
,2
]}

Chen, Xueyi ^{[1
,2
]}

Huebner, Scott ^{[3
]}

机构：

[1] South China Normal Univ, Philosophy & Social Sci Lab Reading & Dev Children, Minist Educ, Guangzhou 510631, Peoples R China

[2] South China Normal Univ, Sch Psychol, Guangzhou 510631, Peoples R China

[3] Univ South Carolina, Dept Psychol, Columbia, SC 29208 USA

来源：

LEARNING AND INSTRUCTION | 2023年 / 85卷

基金：

中国国家自然科学基金;

关键词：

Academic achievement; Life satisfaction; Suicidal ideation; Developmental trajectories; Elementary school students; RISK-FACTORS; FIT INDEXES; CHILDREN; ADOLESCENTS; TRANSITION; CONSEQUENCES; STEREOTYPES; PERFORMANCE; ENGAGEMENT; MOTIVATION;

D O I：

10.1016/j.learninstruc.2023.101751

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study explored heterogeneous developmental trajectories of academic achievement and their relations to trajectories of life satisfaction and trajectories of suicidal ideation among Chinese elementary school students. A sample of 547 students (55.0% boys; Mage = 9.00 years, SD = 0.76 at Time 1) completed a packet of measures on five occasions across two years, using 6-month intervals. Three distinct trajectories of academic achievement were identified: "high-stable" (86.28%), "low-increasing" (8.94%), and "low-decreasing" (4.78%). Girls demonstrated higher academic achievement than boys. Students displaying adverse developmental trends in academic achievement were more likely to show adverse trends in life satisfaction. Finally, trajectories of aca-demic achievement and trajectories of suicidal ideation were related for girls, but not boys. Programs promoting academic achievement may require adaptations for the differing genders and start as early as elementary school.

引用

页数：11

共 83 条

[1] A different paradigm for the initial colonisation of Sahul [J].