Developmental changes in longitudinal associations between academic achievement and psychopathological symptoms from late childhood to middle adolescence / Wenxin ZHANG in Journal of Child Psychology and Psychiatry, 60-2 (February 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-2 (February 2019) . - p.178-188 Titre : Developmental changes in longitudinal associations between academic achievement and psychopathological symptoms from late childhood to middle adolescence Type de document : texte imprimé Auteurs : Wenxin ZHANG, Auteur ; Liang ZHANG, Auteur ; Liang CHEN, Auteur ; Linqin JI, Auteur ; Kirby DEATER-DECKARD, Auteur Année de publication : 2019 Article en page(s) : p.178-188 Langues : Anglais (eng) Mots-clés : Academic achievement  depression  developmental change  externalizing problems Index. décimale : PER Périodiques Résumé : BACKGROUND: Research reveals longitudinal bidirectional associations between changes in academic achievement and psychopathological symptoms. However, little is known about developmental changes in the magnitude of these associations, from childhood to adolescence. METHODS: Participants were 648 Chinese children (347 males) who were followed from Grade 5 (mean age: 11.18 years) to Grade 9. Academic achievement and two types of symptoms (externalizing, depressive) were assessed annually. Structural equation modeling was used to examine longitudinal bidirectional associations between achievement and psychopathological symptoms, and developmental changes in effect sizes. Models were estimated using cross-lagged panel modeling (CLPM), as well as random intercepts cross-lagged panel modeling (RI-CLPM). RESULTS: The data supported the hypothesized academic incompetence and adjustment erosion effects, as well as the hypothesized developmental change in the academic incompetence effect whereby prior achievement's effects on subsequent externalizing increased with age. Results were similar for both genders and unaffected by inclusion of common risk factors as covariates. CONCLUSIONS: There are bidirectional associations between symptoms and achievement that change markedly across the transition into adolescence. Interpreting the effects using a developmental perspective, changes in reciprocal effects may be dynamic. The findings suggest that targeting both psychopathology and low academic achievement is worthwhile, but that distinct treatment effects will be found in childhood versus adolescence. En ligne : http://dx.doi.org/10.1111/jcpp.12927 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=381 [article] Developmental changes in longitudinal associations between academic achievement and psychopathological symptoms from late childhood to middle adolescence [texte imprimé] / Wenxin ZHANG, Auteur ; Liang ZHANG, Auteur ; Liang CHEN, Auteur ; Linqin JI, Auteur ; Kirby DEATER-DECKARD, Auteur . - 2019 . - p.178-188. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-2 (February 2019) . - p.178-188 Mots-clés : Academic achievement  depression  developmental change  externalizing problems Index. décimale : PER Périodiques Résumé : BACKGROUND: Research reveals longitudinal bidirectional associations between changes in academic achievement and psychopathological symptoms. However, little is known about developmental changes in the magnitude of these associations, from childhood to adolescence. METHODS: Participants were 648 Chinese children (347 males) who were followed from Grade 5 (mean age: 11.18 years) to Grade 9. Academic achievement and two types of symptoms (externalizing, depressive) were assessed annually. Structural equation modeling was used to examine longitudinal bidirectional associations between achievement and psychopathological symptoms, and developmental changes in effect sizes. Models were estimated using cross-lagged panel modeling (CLPM), as well as random intercepts cross-lagged panel modeling (RI-CLPM). RESULTS: The data supported the hypothesized academic incompetence and adjustment erosion effects, as well as the hypothesized developmental change in the academic incompetence effect whereby prior achievement's effects on subsequent externalizing increased with age. Results were similar for both genders and unaffected by inclusion of common risk factors as covariates. CONCLUSIONS: There are bidirectional associations between symptoms and achievement that change markedly across the transition into adolescence. Interpreting the effects using a developmental perspective, changes in reciprocal effects may be dynamic. The findings suggest that targeting both psychopathology and low academic achievement is worthwhile, but that distinct treatment effects will be found in childhood versus adolescence. En ligne : http://dx.doi.org/10.1111/jcpp.12927 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=381

The Impact of Metaphoric Language Intervention on Psychological Perceptions of Students with Autism / Yuguo KE in Journal of Autism and Developmental Disorders, 56-5 (May 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-5 (May 2026) . - p.1725-1736 Titre : The Impact of Metaphoric Language Intervention on Psychological Perceptions of Students with Autism Type de document : texte imprimé Auteurs : Yuguo KE, Auteur ; Liang CHEN, Auteur ; Xiaozhen ZHOU, Auteur Article en page(s) : p.1725-1736 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study aimed to investigate the influence of metaphoric language intervention (MLI) on students’ psychological perception in bilingual learning, focusing on both autistic and students with non-autism. Students with autism often exhibit apprehension toward engaging in bilingual learning with their peers, resulting in reduced enjoyment and unfavorable language learning outcomes. A cohort of 108 students with autism and 102 students with non-autism, who demonstrated psychological perception engagement through MLI, was recruited for the study. The findings revealed that autistic male students reported higher levels of enjoyment in MLI compared to autistic female students, with metaphoric expressions being preferred over literal ones. Additionally, a positive correlation was observed between the quality of MLI and increased psychological perception, receptiveness, and enjoyment in bilingual learning, leading to favorable perceptual outcomes for students with autism. These findings highlight the critical role of integrating MLI and implementing targeted psychological perceptions to enhance the quality of bilingual learning for students with autism. This approach shows promise as a practical and universally applicable language therapy that effectively addresses challenges in bilingual learning and fosters a deeper interest in communication, particularly among individuals with autism. En ligne : https://doi.org/10.1007/s10803-024-06662-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] The Impact of Metaphoric Language Intervention on Psychological Perceptions of Students with Autism [texte imprimé] / Yuguo KE, Auteur ; Liang CHEN, Auteur ; Xiaozhen ZHOU, Auteur . - p.1725-1736. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-5 (May 2026) . - p.1725-1736 Index. décimale : PER Périodiques Résumé : This study aimed to investigate the influence of metaphoric language intervention (MLI) on students’ psychological perception in bilingual learning, focusing on both autistic and students with non-autism. Students with autism often exhibit apprehension toward engaging in bilingual learning with their peers, resulting in reduced enjoyment and unfavorable language learning outcomes. A cohort of 108 students with autism and 102 students with non-autism, who demonstrated psychological perception engagement through MLI, was recruited for the study. The findings revealed that autistic male students reported higher levels of enjoyment in MLI compared to autistic female students, with metaphoric expressions being preferred over literal ones. Additionally, a positive correlation was observed between the quality of MLI and increased psychological perception, receptiveness, and enjoyment in bilingual learning, leading to favorable perceptual outcomes for students with autism. These findings highlight the critical role of integrating MLI and implementing targeted psychological perceptions to enhance the quality of bilingual learning for students with autism. This approach shows promise as a practical and universally applicable language therapy that effectively addresses challenges in bilingual learning and fosters a deeper interest in communication, particularly among individuals with autism. En ligne : https://doi.org/10.1007/s10803-024-06662-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

---

1 (1 - 2 / 2) Par page : 25 50 100 200