Abstract
Academic achievement and behavior have been demonstrated to be clearly associated in the western literature. However, few studies concerning these relationships have been conducted in Asian contexts. This study attempts to provide empirical evidence from the east to complement the wealth of research in the west and examine whether the findings in the west can be generalized to Asian cultures. Data were collected from 636 students in year 11 at four Chinese high schools. Students’ academic achievement was assessed using their grade point average (GPA). Behavior was assessed from students’ reports and three aspects: truancy; substance use and antisocial behavior were focused on. Correlation analysis indicated that some problematic behaviors (e.g., truancy, stealing, receiving, and vandalism) were not related to GPA and some problematic behaviors (e.g., drinking, smoking and violence) were weakly, negatively but significantly related to students’ GPA. Moreover, high academic achievement was negatively but weakly related to a number of problematic behaviors. There was also no statistically significant difference in the strength of the relationship for males and females.
Highlights
The third concerned the correlation between grade point average (GPA) and number of problematic behaviors in three different groups
The mean GPA mark in total students (n=636) is 1.56 with the high score being 4 and both boys and girls presented less than 1 problematic behavior
The first hypothesis was that competencies in academic and behavioral domains are weakly related in Chinese context
Summary
Adolescents were recruited from four high schools, situated in three different districts (big city, small city and rural area) in Jiangsu Province, eastern China. Participants were 636 students (375 boys, 260 girls, and 1 case sex unspecified) enrolled in the 11th grade. These students ranged in age from 15 years to 19 years (mean=16.8, SD=0.788). Jiangsu province was selected because the area has a high population density and resident average annual incomes are ranked in the middle level of the country, and polarization of rich and poor is quite large. Seventy-six percent of the students reported one or both of the parents had an educational level of high school or below
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