Psychological Development and Education ›› 2016, Vol. 32 ›› Issue (6): 717-724.doi: 10.16187/j.cnki.issn1001-4918.2016.06.10

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The Relationship of Academic Underachievement, Academic Pressure and Effortful Control among Adolescents: A Cross-lagged Study

PAN Bin, ZHANG Liang, ZHANG Wen-xin, JI Lin-qin   

  1. School of Psychology, Shandong Normal University, Jinan 250014, China
  • Online:2016-11-15 Published:2016-11-15

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Abstract: The current study was to explore the reciprocal associations between the two forms of academic difficulties-academic underachievement and academic pressure-and effortful control among adolescent. Latent structure equation modeling revealed that effortful control at T1 could negatively predict academic underachievement at T2, and academic pressure at T1 negatively predicts effortful control at T2.Academic underachievement at T1 could not predict effortful control at T2, and effortful control at T1 could not predict academic pressure at T2.In general, these findings revealed the specific associations between two forms of academic difficulties and effortful control, and demonstrated that there were dynamic and reciprocal associations between academic development and self-regulation.

Key words: academic underachievement, academic pressure, effortful control, cross-lagged study

CLC Number: 

  • G442

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