Associations Between Emotional Engagement With School and Behavioral and Psychological Outcomes Across Adolescence

[Relationship between Machiavellianism and emotional and behavioral difficulties in adolescence].

INTRODUCTION Machiavellianism is a personality trait that is characterized by intense interpersonal manipulation in order to achieve personal material goals. Previous studies revealed a relationship between Machiavellianism and diverse forms of psychological difficulties in adults. AIM Studies also revealed such relationships in adolescents as well, but studies investigating the relationship ...

Self-Concept Clarity and Self-Esteem in Adolescence: Associations with Psychological, Behavioral, and Academic Adjustment

examining the Relationship Between scores on the Behavioral and Emotional Screening System and student Academic, Behavioral, and engagement outcomes: An investigation of Concurrent Validity in elementary school

Universal screening of emotional and behavioral problems among students warrants further consideration by school professionals. School-based universal screening may provide opportunities for early identification and intervention, ultimately preventing the development of more severe problems and promoting more positive outcomes in the future. The Behavioral and Emotional Screening System (BESS) ...

RELATIONSHIP BETWEEN GRADE RETENTION AND PSYCHOLOGICAL OUTCOMES DURING ADOLESCENCE by

DURING ADOLESCENCE by MATTHEW B. FREIBURGER (Under the Direction of Stacey M. Neuharth-Pritchett) ABSTRACT The aim of the current study was to examine the relationship between the experience of grade retention and self-report ratings of depression and competence during adolescence. Participants were enrolled in a public middle school in the southeastern United States. Three comparison groups we...

The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence.

Drawing on the self-system model, this study conceptualized school engagement as a multidimensional construct, including behavioral, emotional, and cognitive engagement, and examined whether changes in the three types of school engagement related to changes in problem behaviors from 7th through 11th grades (approximately ages 12-17). In addition, a transactional model of reciprocal relations be...