Thalita Evaristo Couto Dias, Amélia Augusta de Lima Friche, Stela Maris Aguiar Lemos
Perception regarding the quality of care of Care Network for People with Disabilities
CoDAS
using data accelerated longitudinal study examined withinperson betweenperson effect effortful engagement academic selfefficacy academic performance across students n135 elementary school teachers assessed participants effortful engagement participants rated academic selfefficacy per year 3 years academic performance assessed standardized test scores reading math multilevel models indicated withinperson change effortful engagement academic selfefficacy scores significantly predicted concomitant withinperson change reading test scores b271 p043 pseudor202 b472 p005 pseudor204 respectively participants higher betweenperson levels effortful engagement higher initial reading test scores b1003 p001 pseudor209 math test scores b1120 p001 pseudor215 whereas participants higher betweenperson levels academic selfefficacy showed faster rate increase math test scores across elementary school b1021 p036 pseudor225 betweenperson level effortful engagement mediated association academic selfefficacy reading math test scores although support found mediation withinperson level collectively results suggest traitlevel psychological factors vary meaningfully within schoolaged children withinperson change betweenperson individual differences traits important consequences academic performance