In your opinion and be specific, is there any relationship between social adjust
ID: 2933409 • Letter: I
Question
In your opinion and be specific, is there any relationship between social adjustment problem with the kids in the ninth grade and high school dropouts status. What way or give examples that will affect the kids with these two issues. What statistical method that can use to find this study. In your opinion and be specific, is there any relationship between social adjustment problem with the kids in the ninth grade and high school dropouts status. What way or give examples that will affect the kids with these two issues. What statistical method that can use to find this study.Explanation / Answer
While substantial evidence links children's social and academic functioning, most studies to date have been cross-sectional or correlational indicating that problems in one area tend to co-occur with problems in the other area. A large body of literature supports the link between the quality of children's peer relations at school and their academic, behavioral, and emotional adjustment. Children with positive peer relations tend to perform higher academically whereas children with peer problems tend to experience a wide range of academic difficulties, including low school engagement, high absenteeism and dropping out of school.
Relatively little longitudinal research can be conducted to examine how these areas of school-based adjustment impact one another over time. Further, currently available longitudinal research linking social and academic adjustment has focused primarily on adolescence. Though extreme negative academic outcomes, such as academic failure and drop-out, tend to manifest themselves in adolescence, the roots of these problems begin in childhood and develop over time.
Children with high social acceptance tend to experience positive academic, social, and behavioral adjustment both concurrently and in the future. Conversely, children with low social acceptance (e.g., peer rejected) tend to experience concurrent problems across these domains and are at substantial risk for a myriad of later negative outcomes, including suicide. Low social acceptance contributes to academic difficulties in a number of ways. Experiencing peer rejection can produce heightened anxiety (e.g., worry over being teased or left out) which interferes with concentration in the classroom and impedes children's acquisition and retention of information.
The results are divided into four sections. First, sample attrition was examined to test for differences between children who remained in the sample throughout the school year versus those who left the sample prior to spring data collection. In the second section, the inter-relations among academic outcomes at the two time points were examined as well as the stability in children's academic adjustment over the school year. Third, correlations between children's social and academic adjustment at each time point was examined. In the fourth section, analyses of covariance (ANCOVAs) were conducted to test the degree to which social adjustment predicted academic outcomes in the spring, controlling for fall levels of these outcomes. Gender differences in the predictive patterns were also examined.