Top

Gepubliceerd in:

22-07-2023 | Empirical Research

The Sustained Effects of Achievement Goal Profiles on School Achievement across the Transition to Secondary School

Auteurs: Ying Zhang, Rainer Watermann, Annabell Daniel

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 10/2023

Abstract

Achievement goals play an important role in activating and sustaining students’ ongoing motivation, emotional well-being, and achievement attainment over time. However, little is known empirically about the sustained effects of achievement goal profiles on students’ subsequent school achievement, especially for early adolescents during the educational transition. Based on 1764 German students (M_age = 10.47, SD = 0.56; 50.6% female) who participated in a 3-year longitudinal study from Grade 4 to Grade 6, the present research aimed to examine the role of students’ achievement goal profiles in the final year of elementary school in predicting their school achievement one year and two years after the transition to secondary school. Results of regression models showed that endorsing a mastery-oriented profile (vs. a high multiple profile or a low mastery profile) at the end of elementary school predicted higher German grades one year and two years after the transition to secondary school even after controlling for their prior achievement and basic cognitive abilities. Moreover, the sustained beneficial effects of a mastery-oriented profile (vs. a low mastery profile) on students’ achievement gains can be explained by their higher joy of learning. These results indicate that a mastery-oriented profile in elementary school can be considered an important personal factor that facilitates students’ smooth sailing after the transition to secondary school.

vorige artikel National-Level Schoolwork Pressure, Family Structure, Internet Use, and Obesity as Drivers of Time Trends in Adolescent Psychological Complaints Between 2002 and 2018

volgende artikel Developmental Changes in the Relation between Youth Disclosure and Parenting Behavior: A Cohort-sequential Analysis

Alleen toegankelijk voor geautoriseerde gebruikers

In order to highlight the most dominant characteristic of this latent class profile, the class was labeled as “low mastery profile”. However, this profile is substantially the same as profiles in other studies with the label such as low motivation (Wilson et al., 2016), low multiple goals (Valle et al., 2015), low all goals (Wormington & Linnenbrink-Gracia, 2017), and amotivated (Poulin et al., 2010).

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271. https://doi.org/10.1037/0022-0663.84.3.261.CrossRef

Bae, C. L., & DeBusk-Lane, M. (2018). Motivation belief profiles in science: Links to classroom goal structures and achievement. Learning and Individual Differences, 67, 91–104. https://doi.org/10.1016/j.lindif.2018.08.003.CrossRef

Bakadorova, O., & Raufelder, D. (2020). The relationship of school self-concept, goal orientations and achievement during adolescence. Self and Identity, 19(2), 235–249. https://doi.org/10.1080/15298868.2019.1581082.CrossRef

Baranik, L. E., Barron, K. E., & Finney, S. J. (2010). Examining specific versus general measures of achievement goals. Human Performance, 23, 155–172. https://doi.org/10.1080/08959281003622180.CrossRef

Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80(5), 706–722. https://doi.org/10.1037/0022-3514.80.5.706.CrossRefPubMed

Bergman, L. R, Magnusson, D. & El Khouri, B. M. 2003). Studying individual development in an interindividual context: A person-oriented approach. Chicago, IL: Psychology Press.CrossRef

Berlyne, D. E. (1978). Curiosity and learning. Motivation and Emotion, 2, 97–175. https://doi.org/10.1080/0895928100362218.CrossRef

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x.CrossRefPubMed

Bong, M. (2009). Age-related differences in achievement goal differentiation. Journal of Educational Psychology, 101(4), 879–896. https://doi.org/10.1037/a0015945.CrossRef

Bonsen, M., Lintorf, K. A., Bos, W., & Frey, K. (2008). TIMSS 2007 Grundschule - Eine Einführung in die Studie [TIMSS 2007 Elementary school - An Introduction to the Study]. In W. Bos, M. Bonsen, J. Baumert, M. Prenzel, C. Selter & G. Walther (Hrsg.) (Eds.), TIMSS 2007: Mathematische und naturwissenschaftliche Kompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich [TIMSS 2007: Competencies of German primary school children in mathematics and science in international comparision] (lpp. 19−48). Münster: Waxmann.

Brophy, J. (2005). Goal theorists should move on from performance goals. Educational Psychologist, 40, 167–176. https://doi.org/10.1207/s15326985ep4003_3.CrossRef

Chatzisarantis, N. L., Ada, E. N., Bing, Q., Papaioannou, A., Prpa, N., & Hagger, M. S. (2016). Clarifying the link between mastery goals and social comparisons in classroom settings. Contemporary Educational Psychology, 46, 61–72. https://doi.org/10.1016/j.cedpsych.2016.04.009.CrossRef

Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101(4), 948–963.CrossRef

Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273. https://doi.org/10.1037/0033-295X.95.2.256.CrossRef

Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189. https://doi.org/10.1207/s15326985ep3403_3.CrossRef

Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–475. https://doi.org/10.1037/0022-3514.70.3.461.CrossRef

Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91(3), 549. https://doi.org/10.1037/0022-0663.91.3.549.CrossRef

Elliot, E., & Dweck, C. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5–12. https://doi.org/10.1037/0022-3514.54.1.5.CrossRef

Enders, C. K. (2010). Applied missing data analysis. Nwe York, London: The Guilford Press.

Epstein, J. L. (1989). Family structures and student motivation: A developmental perspective. In C Ames, & R Ames (Eds.), Research on motivation in education. Vol. 3. (pp. 259–295). New York: Academic.

Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Lüdtke, O. (2007). Between-and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99(4), 715. https://doi.org/10.1037/0022-0663.99.4.715.CrossRef

Granzer, D., Köller, O., & Bremerich-Vos, A., et al. (Eds.), (2009). Bildungsstandards Deutsch und Mathematik. Leistungsmessung in der Grundschule [Educational standards for German and mathematics: Assessment in elementary school]. Weinheim: Beltz.

Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638–645. https://doi.org/10.1037/0022-0663.94.3.638.CrossRef

Heller, K. A., & Perleth, C. (2000). Kognitiver Fähigkeitstest für 4. bis 12. Klassen, Revision [Cognitive abilities test for grades 4 to 12, revision]. Göttingen: Hogrefe.

Helmke, A. (1992). Selbstvertrauen und schulische Leistungen [Self-confidence and school achievement]. Göttingen: Hogrefe.

Hodapp, V., Laux, L., & Spielberger, C. D. (1982). Theorie und Messung der emotionalen und kognitiven Komponente der Prüfungsangst [Theory and measurement of emotional and cognitive components of test anxiety]. Zeitschrift für Differentielle und Diagnostische Psychologie, 3, 169–184.

Holden, S. M., Mueller, C. E., Harrell-Williams, L. M., Ford, J. M. & & Jones, M. H. (2021). Comparison of motivational latent profiles using the PALS and AGQ-R. Contemporary Educational Psychology, 67, 101999. https://doi.org/10.1016/j.cedpsych.2021.101999.CrossRef

Hornstra, L., van der Veen, I., & Peetsma, T. (2016). Domain-specificity of motivation: A longitudinal study in upper primary school. Learning and Individual Differences, 51, 167–178. https://doi.org/10.1016/j.lindif.2016.08.012.CrossRef

Hornstra, L., Majoor, M., & Peetsma, T. (2017). Achievement goal profiles and developments in effort and achievement in upper elementary school. British Journal of Educational Psychology, 87(4), 606–629. https://doi.org/10.1111/bjep.12167.CrossRefPubMed

Huang, C. (2012). Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A meta-analysis. Journal of Educational Psychology, 104(1), 48. https://doi.org/10.1037/a0026223.CrossRef

Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels. Psychological Bulletin, 136, 422–449. https://doi.org/10.1037/a0018947.CrossRefPubMed

Kaplan, A., & Middleton, M. (2002). Should childhood be a journey or a race? A reply to Harackiewicz et al. Journal of Educational Psychology, 94, 646–648. https://doi.org/10.1037/0022-0663.94.3.646.CrossRef

Keys, T. D., Conley, A. M., Duncan, G. J., & Domina, T. (2012). The role of goal orientations for adolescent mathematics achievement. Contemporary Educational Psychology, 37(1), 47–54. https://doi.org/10.1016/j.cedpsych.2011.09.002.CrossRef

Köller, O., & Baumert, J. (1998). Ein deutsches Instrument zur Erfassung von Zielorientierungen bei Schülerinnen und Schülern [A German questionnaire for assessing students’ goal orientations]. Diagnostica, 44, 173–18.

Lavrijsen, J., Vansteenkiste, M., Boncquet, M., & Verschueren, K. (2022). Does motivation predict changes in academic achievement beyond intelligence and personality? A multitheoretical perspective. Journal of Educational Psychology, 114(4), 772. https://doi.org/10.1037/edu0000666.CrossRef

Lee, M., Bong, M., & Kim, S. I. (2021). Effects of achievement goals on self-control. Contemporary Educational Psychology, 67, 102000. https://doi.org/10.5353/th_b4558921.CrossRef

Linnenbrink, E. A., & Pintrich, P.R. (2000). Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition. Intrinsic and extrinsic motivation: The search for optimal motivation and performance, 195−227. https://doi.org/10.1016/b978-012619070-0/50030-1.

Linnenbrink-Garcia, L., Patall, E. A., & Pekrun, R. (2016). Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from the Behavioral and Brain Sciences, 3(2), 228–236. https://doi.org/10.1177/2372732216644450.CrossRef

Linnenbrink-Garcia, L., & Barger, M. M. (2014). Achievement goals and emotions. In R. Pekrun and L. Linenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 142−161). Routledge. https://doi.org/10.4324/9780203148211.ch8.

Litman, J. A., & Spielberger, C. D. (2003). Measuring epistemic curiosity and its diversive and specific components. Journal of Personality Assessment, 80(1), 75–86. https://doi.org/10.1207/s15327752jpa8001_16.CrossRefPubMed

Liu, H., Yao, M., & Li, J. (2020). Chinese adolescents’ achievement goal profiles and their relation to academic burnout, learning engagement, and test anxiety. Learning and Individual Differences, 83, 101945. https://doi.org/10.1016/j.lindif.2020.101945.CrossRef

Lüftenegger, M., Van De Schoot, R., Schober, B., Finsterwald, M., & Spiel, C. (2014). Promotion of students’ mastery goal orientations: Does TARGET work? Educational Psychology, 34(4), 451–469. https://doi.org/10.1080/01443410.2013.814189.CrossRef

Lüftenegger, M., Klug, J., Harrer, K., Langer, M., Spiel, C., & Schober, B. (2016a). Students’ achievement goals, learning-related emotions and academic achievement. Frontiers in Psychology, 7, 1–10.CrossRef

Luo, Z., & Luo, W. (2022). Discrete achievement emotions as mediators between achievement goals and academic engagement of Singapore students. Educational Psychology, 42(6), 749–766. https://doi.org/10.1080/01443410.2022.2048795.CrossRef

Maaz, K., Baumert, J., Gresch, C., McElvany, N., Anders, Y., Jonkmann, K., Neumann, M. & Watermann, R. (2010). Der Übergang von der Grundschule in die weiterführende Schule. Leistungsgerechtigkeit und regionale, soziale und ethnischkulturelle Disparitäten [The transition from primary to secondary school: Achievement-based equity and regional, social, and ethnic disparities]. Bonn and Berlin: BMBF.

Madjar, N., Ratelle, C. F., & Duchesne, S. (2021). A longitudinal analysis of the relationships between students’ internalized symptoms and achievement goals. Motivation Science, 7(2), 207. https://doi.org/10.1037/mot0000195.CrossRef

Martin, M. O., Mullis, I. V. S., & Foy, P. (2008). TIMSS 2007: International science report: Findings from IEA’s Trends in International Mathematics and Science Study at the fourth and eighth grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.

McCutcheon, A. L. (1987). Latent class analysis (Series: Quantitative Applications in the Social Sciences, Vol. 64). Newbury Park, London, New Delhi: Sage. https://doi.org/10.4135/9781412984713.

Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost. Journal of Educational Psychology, 93, 77–86. https://doi.org/10.1037/0022-0663.93.1.77.CrossRef

Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., & Gheen, M., et al. (2000). Manual for the patterns of adaptive learning scales. Michigan: University of Michigan.

Mullis, I. V. S., Martin, M. O., Ruddock, G. J., O´Sullivan, C. Y., Arora, A., & Erberber, E. (2005). TIMSS 2007 assessment frameworks. Boston, MA: Boston College, Lynch School of Education International Study.

Mullis, I. V. S., Martin, M. O., & Foy, P. (2008). TIMSS 2007: International mathematics report: Findings from IEA’s Trends in International Mathematics and Science Study at the fourth and eighth grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.

Muthén, L. K., & Muthén, B. O. (2014). Mplus User’s guide, version 7.3. Los Angeles, CA: Muthén & Muthén.

Niemivirta, M., Pulkka, A-T., Tapola, A., & Tuominen, H. (2019). Achievement goal orientations: A person-oriented approach. In K. A. Renninger, & S. E. Hidi (Eds.). The Cambridge handbook of motivation and learning (pp. 566–616). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/9781316823279.025.

Paulick, I., Watermann, R., & Nückles, M. (2013). Achievement goals and school achievement: The transition to different school tracks in secondary school. Contemporary Educational Psychology, 38(1), 75–86. https://doi.org/10.1016/j.cedpsych.2012.10.003.CrossRef

Pintrich, P. R. (2000a). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544–555. https://doi.org/10.1037/0022-0663.92.3.544.CrossRef

Pintrich, P. R. (2000b). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92–104. https://doi.org/10.1006/ceps.1999.1017.CrossRefPubMed

Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98(3), 583. https://doi.org/10.1037/0022-0663.98.3.583.CrossRef

Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115–135. https://doi.org/10.1037/a0013383.CrossRef

Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48. https://doi.org/10.1016/j.cedpsych.2010.10.002.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.4324/9781410608628-4.

Poulin, R., Duchesne, S., & Ratelle, C. (2010). Profils de buts d’apprentissage et caractéristiques personnelles des élèves au début du secondaire [Profiles of learning goals and personal characteristics of students at the beginning of the middle school]. Canadian Journal of Behavioral Science, 42, 44–54. https://doi.org/10.1037/a0016544.CrossRef

Putwain, D. W., Sander, P., & Larkin, D. (2013). Using the 2× 2 framework of achievement goals to predict achievement emotions and academic performance. Learning and Individual Differences, 25, 80–84. https://doi.org/10.1016/j.lindif.2013.01.006.

Rubin, D. B. (1987) Multiple Imputation for Nonresponse in Surveys. Hoboken: NJ: Wiley. https://doi.org/10.1002/9780470316696.

Scherrer, V., Preckel, F., Schmidt, I., & Elliot, A. J. (2020). Development of achievement goals and their relation to academic interest and achievement in adolescence: A review of the literature and two longitudinal studies. Developmental Psychology, 56(4), 795. https://doi.org/10.1037/dev0000898.CrossRefPubMed

Schwinger, M., & Wild, E. (2006). Die Entwicklung von Zielorientierungen im Fach Mathematik von der 3. bis 5 [The development of goal orientations in mathematics from 3rd to 5th grade]. Jahrgangsstufe. Zeitschrift für Pädagogische Psychologie, 20, 269–278. https://doi.org/10.1024/1010-0652.20.4.269.CrossRef

Schwinger, M., & Stiensmeier-Pelster, J. (2011). Prevention of self-handicapping—The protective function of mastery goals. Learning and Individual Differences, 21(6), 699–709. https://doi.org/10.1016/j.lindif.2011.09.004.CrossRef

Schwinger, M., & Wild, E. (2012). Prevalence, stability, and functionality of achievement goal profiles in mathematics from third to seventh grade. Contemporary Educational Psychology, 37, 1–13. https://doi.org/10.1016/j.cedpsych.2011.08.001.CrossRef

Schwinger, M., Steinmayr, R., & Spinath, B. (2016). Achievement goal profiles in elementary school: Antecedents, consequences, and longitudinal trajectories. Contemporary Educational Psychology, 46, 164–179. https://doi.org/10.1016/j.cedpsych.2016.05.006.CrossRef

Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26–47. https://doi.org/10.1080/00461520.2011.538646.CrossRef

Sideridis, G. D., & Kaplan, A. (2011). Achievement goals and persistence across tasks: The roles of failure and success. The Journal of Experimental Education, 79(4), 429–451. https://doi.org/10.1080/00220973.2010.539634.CrossRef

Sparfeldt, J. R., Buch, S. R., Wirthwein, L., & Rost, D. H. (2007). Zielorientierungen: Zur Relevanz der Schulfäher [Goal orientations: The relevance of specific goal orientations as well as specific school subjects]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 39, 165–176. https://doi.org/10.1026/0049-8637.39.4.165.CrossRef

Steinmayr, R., Bipp, T., & Spinath, B. (2011). Goal orientations predict academic performance beyond intelligence and personality. Learning and Individual Differences, 21(2), 196–200. https://doi.org/10.1016/j.lindif.2010.11.026.CrossRef

Theis, D., Sauerwein, M., & Fischer, N. (2020). Perceived quality of instruction: The relationship among indicators of students’ basic needs, mastery goals, and academic achievement. British Journal of Educational Psychology, 90, 176–192. https://doi.org/10.1111/bjep.12313.CrossRefPubMed

Tuominen, H., Niemivirta, M., Lonka, K., & Salmela-Aro, K. (2020). Motivation across a transition: Changes in achievement goal orientations and academic well-being from elementary to secondary school. Learning and Individual Differences, 79, 101854. https://doi.org/10.1016/j.lindif.2020.101854.CrossRef

Valle, A., Pan, I., Núñez, J. C., Rodríguez, S., Rosário, P., & Regueiro, B. (2015). Multiple goals and homework involvement in elementary school students. The Spanish Journal of Psychology, 18, E81. https://doi.org/10.1017/sjp.2015.88.CrossRefPubMed

Vedder-Weiss, D., & Fortus, D. (2018). Teachers’ mastery goals: Using a self-report survey to study the relations between teaching practices and students’ motivation for science learning. Research in Science Education, 48(1), 181–206. https://doi.org/10.1007/s11165-016-9565-3.CrossRef

Vu, T., Magis-Weinberg, L., Jansen, B. R., van Atteveldt, N., Janssen, T. W., Lee, N. C., & Meeter, M. (2022). Motivation-achievement cycles in learning: A literature review and research agenda. Educational Psychology Review, 34(1), 39–71. https://doi.org/10.1007/s10648-021-09616-7.CrossRef

Wilson, T. M., Zheng, C., Lemoine, K. A., Martin, C. P., & Tang, Y. (2016). Achievement goals during middle childhood: Individual differences in motivation and social adjustment. The Journal of Experimental Education, 84(4), 723–743. https://doi.org/10.1080/00220973.2015.1094648.CrossRef

Wirthwein, L., Sparfeldt, J. R., Pinquart, M., Wegerer, J., & Steinmayr, R. (2013). Achievement goals and academic achievement: A closer look at moderating factors. Educational Research Review, 10, 66–89. https://doi.org/10.1016/j.edurev.2013.07.001.CrossRef

Wormington, S. V., & Linnenbrink-Garcia, L. (2017). A new look at multiple goal pursuit: the promise of a Person-Centered Approach. Educational Psychology Review, 1−39. https://doi.org/10.1007/s10648-016-9358-2.

Zhang, Y., Watermann, R., & Daniel, A. (2016). Are multiple goals in elementary students beneficial for their school achievement? A latent class analysis. Learning and Individual Differences, 51, 100–110. https://doi.org/10.1016/j.lindif.2016.08.023.CrossRef

Titel: The Sustained Effects of Achievement Goal Profiles on School Achievement across the Transition to Secondary School
Auteurs: Ying Zhang
Rainer Watermann
Annabell Daniel
Publicatiedatum: 22-07-2023
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 10/2023
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-023-01813-7

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 10/2023

Longitudinal Links Between Parental Failure Mindsets, Helicopter Parenting, and Fixed Mindset of Intelligence in Adolescents

A Longitudinal Mediation Analysis of the Interrelations among Exclusionary Immigration Policy, Ethnic Identity, and Self-Esteem of Latinx Early Adolescents

Perceived Parental Support and Psychological Control, DNA Methylation, and Loneliness: Longitudinal Associations Across Early Adolescence

Parent-Child Separation and Diurnal Cortisol Rhythms Among Left-Behind Adolescents: The Moderating Role of Sex

The Behavioral and Mental Health Benefits of Speaking the Heritage Language within Immigrant Families: The Moderating Role of Family Relations

Discordance between Adolescents and Parents in Functional Somatic Symptom Reports: Sex Differences and Future Symptom Prevalence