Trajectories of Academic Performance Across Compulsory Schooling and Thriving in Young Adulthood.
Journal
Child development
ISSN: 1467-8624
Titre abrégé: Child Dev
Pays: United States
ID NLM: 0372725
Informations de publication
Date de publication:
11 2019
11 2019
Historique:
entrez:
12
11
2019
pubmed:
12
11
2019
medline:
2
6
2020
Statut:
ppublish
Résumé
Thriving is a developmental process that is shaped by previous and current interactions within developmental contexts. We hypothesized that academic performance in the school context will positively predict thriving in young adulthood. Data of N = 2,043 students from Zurich were assessed with standardized tests in Grades 1, 3, 6, and 9. Results showed that a stronger increase in academic performance significantly predicted thriving at age 20, even after statistically controlling for various covariates. Further analyses showed that school bonding might represent a mediating link between the academic performance and thriving. We argue that although schools can be considered the most widespread and intensive "youth development program" of sorts, their role for thriving has been largely neglected in developmental science.
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
e745-e762Informations de copyright
© 2018 Society for Research in Child Development.
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