Achievement emotions have received increasing attention in research on adolescence and young adulthood, but little is known about these emotions in the early years of schooling. Studies addressing the development of different achievement emotions and their linkages with achievement during these years are largely lacking. The present longitudinal…

The effects of school starting age and relative age effects (RAEs) have generated much interest from parents, teachers, policymakers, and educational researchers. Our 10-year longitudinal study is based on a nationally representative (N = 4,983) prospective sample from the Longitudinal Study of Australian Children. The primary outcomes are results…

The moderating effects of motivation, social control, and self-regulation in predicting academic achievement were examined in Grades 11-12 for 3,281 seventh through nine graders. Standardized assessments of college readiness and student self-reported measures of psychosocial factors were used in the study. The results showed that females in Grades…

Expectancy-value theory (EVT) proposes that students' appraisals of success expectancy and task value are the main drivers of their study and career choices. Dimensional comparison theory proposes that these beliefs are themselves affected by students comparing their ability across different domains. However, only a few studies have aimed to…

This 3-wave longitudinal study explored the complex ways in which students' motivation (motivational attitudes and beliefs), relationships with teachers (closeness, conflict, and dependency), and academic achievement (reading comprehension and math performance) inform one another from kindergarten through 6th grade. The sample included students (N…

Background: Bullying has a profound and enduring impact on academic achievement. However, there is a lack of clarity surrounding the specific mechanisms of this relationship. Aims: This study examined the link between bullying at age 9 and Numeracy/Literacy achievement at age 15 to determine if this relationship is partially or fully explained by…

Classroom-level influences on literacy skills in kindergarten through Grade 2, and on literacy and numeracy skills in Grades 3, 5, 7, and 9, were examined by comparing the similarity of twins who shared or did not share classrooms with each other. We analyzed two samples using structural equation modeling adapted for twin data. The first, Study 1,…

Although research shows higher levels of perceived academic control are associated with academic adjustment in the first year of university, little is known about how changes in perceived control over multiple years relate to longitudinal university dropout and grades. Thus, our 3-year study (N = 1,007) examined whether changes in perceived…

Background: Students with low socio-economic status (SES) are typically depicted as low performers and more likely to fail in school. However, a group of students, despite their background, manage to succeed in school. The capacity to overcome adversities and achieve successful educational outcomes is referred to as Academic Resilience. Research…

This study used a stratified random sample of classes in Zurich, Switzerland, comprising approximately 2,000 students whose academic performances in math and language were assessed across primary and lower secondary education. Based on this longitudinal data, the study investigated the association of social inequalities with the baseline of, and…

Despite the fact that grade retention is now seen as controversial in many quarters, it remains common practice in numerous countries. Previous research on the effects of grade retention on student development has, however, generated ambiguous results, particularly in terms of motivational outcomes. This ambiguity has been attributed in part to a…

Research has suggested mixed results regarding the relations between dimensions of ethnic-racial identity (ERI) and academic outcomes. Furthermore, little scholarship has explored the mechanisms that underlie these relations. In the current study, we investigated the longitudinal relations of 2 dimensions of ERI (embedded achievement, and ethnic…

This study expanded on research on temporal relations among motivation constructs as stated by expectancy-value theory, which has so far neglected the differentiation of value facets, the examination of long time spans with multiple measurement waves, and domain-specific patterns of findings. We examined the longitudinal relations among academic…

Background: Attention deficit hyperactivity disorder (ADHD) is consistently associated with poor school-level outcomes. Although school engagement is recognized as a protective factor associated with increased academic achievement, school retention/completion, and student well-being in the general population, little research has focused on school…

Early academic achievement has been shown to predict high school completion, but there have been few studies of the predictors of early academic success focused on Latino students. Using longitudinal data from 750 Mexican and Dominican American families, this study examined a cultural model of parenting and early academic achievement. While Latino…