Search results for "LONGITUDINAL ASSOCIATIONS"
showing 3 items of 3 documents
Longitudinal associations between cycling to school and weight status
2011
Objective. The objective of the present study was to assess the longitudinal association between cycling to school and weight status in two cities where cycling to school is common Kristiansand (Norway) and Rotterdam (The Netherlands). Methods. Data from two studies ENDORSE (Rotterdam) and YOUTH IN BALANCE (Kristiansand) were used. Both studies were longitudinal with two years between time (T) 1 and T2 measurements, and with mean age at T1 of 13.2 and 13.4 years, respectively. The sample was categorized into the following groups according to responses about main mode of commuting to school at the two time points: NO cycling, STARTED cycling, STOPPED cycling and CONTINUED cycling. Measured w…
Students' academic and emotional adjustment during the transition from primary to secondary school
2019
The current study examined several indicators of students' academic and emotional adjustment during the transition from primary (i.e., grade 6) to secondary school (i.e., grades 7 and 9). Specifically, the study investigated how students' engagement, achievement, and burnout, as well as student-teacher conflict, evolve together over time. A total of 356 adolescents (57.3% boys) filled out questionnaires about their burnout and their behavioral and cognitive engagement. Students' achievement was measured using standardized test scores. Conflict in the teacher-student relationship was assessed using teacher ratings. Cross-lagged models revealed bi-directional associations between behavioral a…
Longitudinal Associations of First-grade Teaching with Reading in Early Primary School
2019
The present study examined the longitudinal associations between first-grade teaching practices and children's reading skills development from Grade 1 to Grade 3. Using the Early Childhood Classroom Observation Measure (ECCOM), the teaching practices of 32 Finnish teachers were observed in Grade 1. Students' (N = 359) word recognition and sentence reading skills were assessed yearly from Grade 1 to Grade 3. The person-oriented analysis identified three profiles of teaching practices in Grade 1: child-centred teaching style, teacher-directed teaching style, and a mixed child-centred and teacher-directed teaching style. Furthermore, the results showed that children whose Grade 1 teachers used…