Academic Personal Bests (PBs), Engagement, and Achievement: A Cross-Lagged Panel Analysis

Autor/inn/en	Martin, Andrew J.; Liem, Gregory Arief D.
Titel	Academic Personal Bests (PBs), Engagement, and Achievement: A Cross-Lagged Panel Analysis
Quelle	In: Learning and Individual Differences, 20 (2010) 3, S.265-270 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2010.01.001
Schlagwörter	High School Students; Academic Achievement; Guidelines; Prediction; Path Analysis; Research Methodology + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Richtlinien; Vorhersage; Pfadanalyse; Research method; Forschungsmethode
Abstract	Using a cross-lagged analytic framework, the present study examined (1) the relative salience of prior academic personal bests (PBs) in predicting subsequent engagement and achievement compared with (2) the relative salience of prior engagement and achievement in predicting subsequent PBs. Academic PBs, engagement, and achievement measures were administered to 1866 high school students at two time waves across a one-year interval. Path models suggest the salience of prior academic PBs over subsequent engagement and achievement, and in some instances, evidence of reciprocal effects. The findings hold substantive, applied, and methodological implications for researchers and practitioners seeking to improve students' academic development through academic PBs. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10