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Anxiety, academic achievement, and academic self-concept: Meta-analytic syntheses of their relations across developmental periods / Stephanie M. WASLIN ; Marissa GASTELLE ; Logan B. KOCHENDORFER ; Kathryn A. KERNS in Development and Psychopathology, 35-4 (October 2023)
[article]
Titre : Anxiety, academic achievement, and academic self-concept: Meta-analytic syntheses of their relations across developmental periods Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie M. WASLIN, Auteur ; Marissa GASTELLE, Auteur ; Logan B. KOCHENDORFER, Auteur ; Kathryn A. KERNS, Auteur Article en page(s) : p.1597-1613 Langues : Anglais (eng) Mots-clés : academic achievement academic self-concept anxiety school dropout Index. décimale : PER Périodiques Résumé : This systematic review examined how anxiety symptoms and anxiety disorders relate to academic achievement, school dropout, and academic self-concept. Studies with children or adult samples were included in seven meta-analyses (ks for number of samples ranged from 5 to 156; N?s for participants ranged from 780 to 37, 203). Results revealed significant but very small effect sizes for the relations between anxiety and overall academic achievement (r = ?.06), language achievement (r = ?.07), and math achievement (r = ?.09), and a nonsignificant effect size for science achievement (r = ?.01). Participants with greater anxiety were also significantly more likely to not complete high school (r = .11). They also had a poorer overall academic self-concept (r = ?.25) and mathematics self-concept (r = ?.30). Few methodological moderators (e.g., study design, age) were significant. Results show that anxiety does not strongly hinder academic achievement, but it is an important correlate of dropout and academic self-concept, which in turn could contribute to poorer life outcomes. Interventions and preventive programs need to consider ways to ameliorate the relations of anxiety with academic outcomes, especially school continuation and academic self-concept. Future studies should identify risk factors that may amplify these relations. En ligne : https://dx.doi.org/10.1017/S0954579422000323 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515
in Development and Psychopathology > 35-4 (October 2023) . - p.1597-1613[article] Anxiety, academic achievement, and academic self-concept: Meta-analytic syntheses of their relations across developmental periods [Texte imprimé et/ou numérique] / Stephanie M. WASLIN, Auteur ; Marissa GASTELLE, Auteur ; Logan B. KOCHENDORFER, Auteur ; Kathryn A. KERNS, Auteur . - p.1597-1613.
Langues : Anglais (eng)
in Development and Psychopathology > 35-4 (October 2023) . - p.1597-1613
Mots-clés : academic achievement academic self-concept anxiety school dropout Index. décimale : PER Périodiques Résumé : This systematic review examined how anxiety symptoms and anxiety disorders relate to academic achievement, school dropout, and academic self-concept. Studies with children or adult samples were included in seven meta-analyses (ks for number of samples ranged from 5 to 156; N?s for participants ranged from 780 to 37, 203). Results revealed significant but very small effect sizes for the relations between anxiety and overall academic achievement (r = ?.06), language achievement (r = ?.07), and math achievement (r = ?.09), and a nonsignificant effect size for science achievement (r = ?.01). Participants with greater anxiety were also significantly more likely to not complete high school (r = .11). They also had a poorer overall academic self-concept (r = ?.25) and mathematics self-concept (r = ?.30). Few methodological moderators (e.g., study design, age) were significant. Results show that anxiety does not strongly hinder academic achievement, but it is an important correlate of dropout and academic self-concept, which in turn could contribute to poorer life outcomes. Interventions and preventive programs need to consider ways to ameliorate the relations of anxiety with academic outcomes, especially school continuation and academic self-concept. Future studies should identify risk factors that may amplify these relations. En ligne : https://dx.doi.org/10.1017/S0954579422000323 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder / J. B. MCCAULEY in Journal of Autism and Developmental Disorders, 48-5 (May 2018)
[article]
Titre : Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. B. MCCAULEY, Auteur ; Matthew ZAJIC, Auteur ; T. M. OSWALD, Auteur ; L. E. SWAIN-LERRO, Auteur ; N. C. MCINTYRE, Auteur ; M. A. HARRIS, Auteur ; K. TRZESNIEWSKI, Auteur ; Peter C. MUNDY, Auteur ; M. SOLOMON, Auteur Article en page(s) : p.1825-1832 Langues : Anglais (eng) Mots-clés : Academic performance Academic self-concept Autism spectrum disorders Learning Math competency Reading competency Index. décimale : PER Périodiques Résumé : A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3403-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1825-1832[article] Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. B. MCCAULEY, Auteur ; Matthew ZAJIC, Auteur ; T. M. OSWALD, Auteur ; L. E. SWAIN-LERRO, Auteur ; N. C. MCINTYRE, Auteur ; M. A. HARRIS, Auteur ; K. TRZESNIEWSKI, Auteur ; Peter C. MUNDY, Auteur ; M. SOLOMON, Auteur . - p.1825-1832.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1825-1832
Mots-clés : Academic performance Academic self-concept Autism spectrum disorders Learning Math competency Reading competency Index. décimale : PER Périodiques Résumé : A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3403-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355