ERIC Number: EJ1181291
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1363-2752
EISSN: N/A
Externalizing Behaviour and Academic Performance--The Cross-Lagged Relationship during School Transition
Emotional & Behavioural Difficulties, v23 n2 p111-126 2018
The current study examined the over-time association between externalizing behaviour problems and academic performance during school transition in a cross-lagged design. The main focus was to reveal whether the externalizing behaviour composite and its components separately, including symptoms of CD and ADHD, differ in their relationship with academic performance; and if controlling child- or family-related covariates altered the strength or direction of the relationship. Externalizing behaviour composite was associated with a decrease in academic performance over a 1-year time lag. Academic performance at Grade 6 was associated with low CD symptoms at Grade 7. The effect remained significant when child-related covariates were controlled, but not after controlling family-related covariates. ADHD symptoms systematically had a negative effect on grade 7 GPA, even after child- and family-related covariates were controlled. The results indicate that during early adolescence and school transition, CD and ADHD symptoms differ in their association with academic performance.
Descriptors: Behavior Problems, Student Behavior, Academic Achievement, Symptoms (Individual Disorders), Attention Deficit Hyperactivity Disorder, Behavior Disorders, Grade 6, Grade 7, Correlation, Effect Size, Family Influence, Family Characteristics, Student Characteristics, Early Adolescents, Instructional Program Divisions, Foreign Countries, Child Behavior, Questionnaires, Screening Tests, Structural Equation Models, Statistical Analysis, Maximum Likelihood Statistics
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire
Grant or Contract Numbers: N/A